Dissertations / Theses on the topic 'Esther narrative'

Today in 2015 the game industry grows and games become more advanced. This leads to that the ways interactive media such as games portray their narrative are also improving. Therefore we chose to examine what factors affected how five experienced gamers viewed the narrative in the game Dear Esther (The Chinese Room, 2012) the first time they played it. The investigation used stimulated recall in order to collect data and the data were analysed with the help of the EPP methodology. Our study showed there was a diversity in how the game’s narrative was perceived and that a number of factors affected the interpretations of the narrative. These factors were organised in four categories: exploration, feeling and atmosphere, player experience, and identification with the player character and theories around the narrative. A fifth category evaluation of the storytelling, described the player’s thoughts about the way the narrative was told. Our main conclusion was that the factors affecting the way players perceived the narrative of the game varied much depending on who played the game and what their regular experience of games were. For example some were more affected by environment and monologue while others was more affected by earlier experiences of how games used to work. The respondent’s perception of the game narrative were also affected by their own thoughts and theories around the narrative and what might have happened. We could also see there were several different thoughts and opinions on how the narrative style of the game worked and three participants thought it worked well.
Idag 2015 publiceras fler och mer avancerade spel än någonsin tidigare. Hand i hand med denna utveckling borde också utvecklingen av de narrativ som spel kan berätta gå. Därför undersöker vi i denna uppsats vilka faktorer som påverkade uppfattningen av narrativet i Dear Esther hos fem spelvana personer som tidigare inte spelat spelet. Undersökningen gjordes med hjälp av stimulated recall och data analyserades med hjälp av EPP-metoden. Vår studie visade på en stor spridning av upplevelserna och en mängd faktorer som påverkade upplevelsen av narrativet. Dessa faktorer delade vi in i olika kategorier. Dessa var Utforskning, Känslor och stämning, Spelarvana samt Identifikation med berättarkaraktären och teorier kring narrativ. En femte kategori kallad Värdering av berättartekniken beskrev hur spelarna uppfattat spelets berättarteknik. Den främsta slutsatsen vi kan dra är att de faktorer som påverkade hur respondenterna uppfattade Dear Esther och dess narrativ varierade mycket beroende på vem som spelade. Vissa av respondenterna påverkades mer av omgivningar och monologer, medan andra påverkades mer av sin egen vana och insikt i hur spel bör fungera. Alla påverkads dock mycket av sina egna tankar känslor och teorier kring vad som en gång hänt. Vi kunde också se att det fanns olika tankar och åsikter angående hur berättartekniken i spelet ansågs fungera och tre av respondenterna ansåg att det fungerade bra.

Mrs. Esther Brown, a White Jewish woman, made a significant contribution to the desegregation of public education in the 1940s. This research study establishes her role in the development of desegregation policy in public education in the contemporary public narrative on desegregation policy in the early1950s, the challenges to the implementation of the desegregation of public education, and the local context that led to the national fight against desegregation. The significance of this study is to highlight the struggles that activists, many of whom are unsung heroes, went through to navigate the struggles and processes that enabled the desegregation of public education in America.

Uppsatsen behandlar hur frikyrkopastorn Esther Kazen med sin feministteologiska tolkning påverkas av genussystemet samt hur hon har nått ut med sitt narrativ trots sin underordnade position i maktordningen.Syftet med uppsatsen är att undersöka vilka mönster av genuskontraktet som framträder vid analys av Kazens narrativ samt vilka faktorer i berättelsen som kan ge förklaring till att hon funnit en publik för hennes teologiska tolkning. Frågeställningarna är följande: Vilka kontraktsbrott kan Kazen sägas göra utifrån Hirdmans begrepp genuskontrakt? Vilka mönster från Ingersolls så kallade ”war stories” kan identifieras i Kazens bok Feministpastorns tro och tvivel? Vilka stärkande faktorer möjliggör kontraktsbrotten? Skiljer sig Kazens narrativ från Ingersolls ”war stories”, och i så fall på vilka vis? Vilka samtida faktorer verkar ha möjliggjort förhandlingen samt spridning av Kazens feministiska narrativ?Metoden för studien är en narrativ analys där Kazens bok Feministpastorns tro och tvivel läses utifrån ett helhetsperspektiv med ett fokus på innehållet av berättelsen. Teorin för studien är dels Yvonne Hirdmans (2007) genusteoretiska begrepp genuskontraktet, dels Julie Ingersolls (2003) forskning kring de konflikter som uppstår mellan den patriarkala teologin och den feministiska teologin via insamlandet av kristna feministers berättelser som hon kallar war stories samt en del av Bruce Lincolns (1999) narrativa teori om det dynamiska samspelet mellan narrativ och samtid.Analysen visar att Kazen gör fyra kontraktsbrott. Kazens berättelse bär på många likheter med Ingersolls forskning av hur kristna feminister finner styrka, blir bemötta samt upplever situationer. Kazens berättelse skiljer sig från Ingersolls war stories när det kommer till hanterandet av meningsmotståndare och hur hon navigerar sig i de traditionella genusrelationerna. Enligt analysen verkar sociala medier som en konstruktiv maktfaktor som samverkar med samtidens feministiska anda och berättelser från metoo-rörelsen. Dessa har inneburit en maktförskjutning som möjliggjort spridningen av Kazens narrativ.

In this study we aimed to investigate the process through which players of video games situate, and form an understanding of their presence within the virtual game environment. This study specifically investigates this process in games played through a first person perspective with the intention of minimising the amount of visual information provided the participants. For this purpose we created two scenarios within a videogame environment specifically design for the study. A total of thirteen participants took part in the study, and after each season a semi structured interview was performed. In a qualitative content analysis we identified patterns and commonalities ascertaining to our line of questioning, and conclude that while the player-presence relationship would appear to be largely dependent on the individual’s type of play, the varying focus on either narratology or ludology in our two scenarios did indeed influence the participants to approach this relationship similarly within the separate groups. Finally we defined four types of player-presence relationship, and how they can be said to relate to the varying ludonarrative dynamics within the two specified genres, as well as the varying types of play observed amongst the participants in our study.

Esta tesis analiza la identidad y la estructura narrativa en las obras de dos escritores hispanos, Reinaldo Arenas y Esther Tusquets, quienes escriben al borde de la transicion entre una vision del mundo moderna a la postmoderna. Arguyo que las obras de estos dos autores cuestionan los procesos de la construccion de la identidad desde la perspectiva de los que son marginalizados por este proceso. Para hacer este analisis, estudio el debate entre el modernismo/postmodernismo dentro del mundo hispano y como este dialogo puede iluminar nuestra interpretacion de las complejidades y los constantes tematicos que presentan estos dos autores. De la misma manera, analizo como estos autores incluyen este debate dentro de su presentacion de la dinamica del desarrollo humano. Para tales propositos, analizare El amor es un juego solitario (1978), El mismo mar de todos los veranos (1979), Varada tras el ultimo naufragio (1980) de Esther Tusquets y El mundo alucinante (1968) de Reinaldo Arenas. En este analisis se consideraran las relaciones tanto socio-historicas como artisticas que existen entre Modernidad y Postmodernidad y la forma en que estas caracteristicas se presentan en los textos analizados. Se plantea que la verdadera relacion entre la modernidad y la postmodernidad no es una de superacion sino de dialogo, la postmodernidad es la problematizacion de la modernizacion. Los conceptos modernos de la Ilustracion son cuestionados por ser inadecuados para describir las situaciones actuales. Es este escepticismo profundo hacia todos los aspectos de la vida lo que define al postmodernismo. Se cree que la modernidad no ha alcanzado sus metas por ser imposibles. La narrativa de Esther Tusquets y la de Reinaldo Arenas presentan este escepticismo profundo con un estilo en que predominan las figuras repetitivas, el erotismo, el retorno, el tiempo circular, el mar y la muerte, tanto como los pre-textos literarios, los cuales se deconstruyen para despues reconstruirse dentro de la re-creacion de una identidad propia a traves de las relaciones sexuales y la muerte. Asi se cuestionan las fronteras entre el sexo y el genero en el establecimiento de la identidad, reinterpretando y reescribiendo el pasado.

This thesis examines the concept of intimate suffering in the narratives of Alberto Asor Rosa, Esther Tusquets and Elsa Morante during a historical period marked by the collapse of the Italian and Spanish Fascist regimes. The critical perspectives developed are: the explicit perception of intimate suffering; the process of becoming aware of intimate suffering and the reactions to it; the interaction between physical and psychological suffering; the methods of communicating intimate suffering to a community; the obstacles to perception of intimate suffering and its fictional representation, and W1derstanding and decoding implicit suffering. The thesis is divided into four chapters. Chapter One discusses and documents the existing critical scholarship on Tusquets, Asor Rosa and Morante, while it also introduces the central concepts of 'implicit' and 'explicit' suffering, as proposed in this thesis. Chapter Two investigates the representation of 'explicit' suffering in Tusquets' Habiamos ganado la guerra (2007) and Asor Rosa's L 'Alba di un Mondo Nuovo (2002). The aim of this chapter is to examine the way in which the characters become explicitly and unambiguously aware of the unexpressed suffering within their private spheres and develop the means to express it. Furthermore, this section also considers how the autobiographical genre may contribute to depicting and representing' explicit suffering'. Chapter Three elucidates the transitory process of awareness of intimate suffering from the implicit to the explicit stage, taking Tusquets' Con la miel en los labios (1997) and Morante's La Storia ([1974J 1995) as case studies. This chapter studies the intimate mechanisms and processes manifested in the characters. of both works, as a means of gaining awareness about their intimate suffering, on the one hand; while exploring the genre of auto-fiction and its capacity to feature the discourse of representation and the process of awareness of intimate suffering, on the other. Chapter Four continues and develops the concept of 'implicit suffering', investigating the process through 'which the characters of Morante's L'Isola di Arturo ([1957J 1995) and Tusquets' EI amor es un juego solitario (1979) perceive their intimate suffering indirectly, and are unable to recognise it and deal with it. By drawing on the methodology of Medical Humanities, Gender studies, Comparative Literature, Sociology and Psychology, this thesis introduces a new interpretative framework capable of positioning Morante's, Tusquets' and Asor Rosa's works within the cultural and historical trend of recovery of historic memory, and approaches the crucial aspect of the representation of suffering during the totalitarian regimes of Italy and Spain.

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Esta dissertaÃÃo investiga os afetos de moradores da Cidade 2000 em relaÃÃo ao ambiente onde vivem. Buscamos identificar e analisar nas narrativas dos moradores os afetos com o bairro para compreender os processos de apropriaÃÃo do espaÃo e estima de lugar. A Cidade 2000 à um conjunto habitacional construÃdo na zona leste de Fortaleza na dÃcada de 1970. O aspecto interiorano da Cidade 2000 condiz com a natureza de sua populaÃÃo, em parte composta por migrantes que vieram do sertÃo para a capital ao longo do sÃculo XX. Antes isolada da cidade e encravada em meio a uma Ãrea nÃo habitada, a Cidade 2000 acabou por se inserir na malha urbana da capital com a expansÃo de Fortaleza na direÃÃo leste. Nesta investigaÃÃo, utilizaram-se os aportes teÃricos da psicologia social e ambiental, tendo como base a categoria afetividade em uma perspectiva histÃrico-cultural, a partir da teoria de Spinoza, Vygostsky e Sawaia. A relaÃÃo entre a afetividade e o lugar foi compreendida considerando a estima de lugar, conceito que avalia sentimentos e emoÃÃes potencializadoras e despotencializadoras na relaÃÃo pessoa-ambiente. A metodologia utilizada foi a de entrevistas narrativas realizadas com cinco moradores que vivem na Cidade 2000 desde a dÃcada de sua inauguraÃÃo, os anos 1970. Os entrevistados, sendo trÃs do sexo masculino e dois do feminino, tinham idade entre 46 e 85 anos. Os resultados da pesquisa apontaram para a existÃncia de afetos potencializadores que propiciaram avaliar a presenÃa de uma relaÃÃo de pertencimento entre os narradores e o bairro pela sensaÃÃo de seguranÃa, afeto este que facilita processos de apropriaÃÃo e de identificaÃÃo com os espaÃos pÃblicos por parte dos moradores. Enquanto a metrÃpole Fortaleza se agiganta, gerando uma pressa e um medo, um distanciamento que nos afasta da cidade e uns dos outros, na Cidade 2000 as pessoas ainda param para viver a cidade, ocupando as praÃas, ruas e calÃadas, conversando atà tarde da noite. Apesar de ter sido relativamente pequena a amostra de moradores ouvidos, a partir das falas desses entrevistados pode-se inferir uma estima de lugar positiva, colocando a experiÃncia da Cidade 2000 como um exemplo de destaque dentro do contexto urbano.
This research investigates the affects between the interviewees and the environment where they live, a neighbourhood called Cidade 2000. We aim to identify and analyse, in the narratives of the residents, the affects about the neighbourhood to understand the processes of appropriation of space and esteem for the place. Cidade 2000 is a housing project built on the eastern periphery of Fortaleza in the 1970s. The countryside atmosphere of Cidade 2000 is consistent with the nature of its population, partly made up of migrants who came from the countryside to Fortaleza during the twentieth century. In the past it was isolated from the city and nestled amid an uninhabited area, then called SÃtio CocÃ. Following the expansion of Fortaleza eastwards Cidade 2000 turned out to be absorbed by the urban area of the capital. The theoretical background of this work was to use concepts of social and environmental psychology, having as the basis the concept of affectivity, from the theory of the authors Spinoza, Vygotsky and Sawaia. The discussion about affectivity and space was based on the concept of esteem for the place, which evaluates empowering and disempowering feelings and emotions in the relationship between person and environment. Narrative interviews were utilised as the methodology. They were conducted with five residents who have been living in Cidade 2000 since the decade of its opening in the 1970s. The interviewees were three males and two females, aged between 46 and 85 years. The results of the research point to a place attachment between the interviewees and their neighbourhood in which one can infer the existence of a sense of security that allows a feeling of belonging and identification by the locals with the public spaces. While Fortaleza as a metropolis grows, generating a fast pace of life, fear and a gap that separates us from the community and from each other, at Cidade 2000 people still stop to experience the city, occupying squares, streets and sidewalks, staying there until late into the night. Despite the small number of interviewees, it can be inferred from the narratives a positive esteem for the place, putting Cidade 2000âs experience as an outstanding example within the urban development context.

Programa de Pós-Graduação em Letras. Departamento de Letras, Instituto de Ciências Humanas e Sociais, Universidade Federal de Ouro Preto.
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Propomos estudar o romance Café pequeno (1995), da paulistana Zulmira Ribeiro Tavares, sob duas óticas que se interligam ao longo da análise da obra no terceiro capítulo: a primeira contempla a análise da obra e sua construção narrativa, ao passo que a outra traz o enfoque crítico-teórico das manifestações da memória. Utilizando os pressupostos teóricos da narratologia, identificaremos no romance elementos tais como a voz narrativa, o estatuto do personagem-narrador, os diversos pontos de vista, os constantes deslocamentos de focalização e de tempo, entre outros. Trataremos, mais adiante, da estruturação do discurso narrativo e de seus aspectos centrais, particularmente nas noções de “lacunas” e “negações”, conceitos que nos permitem compreender as interações entre o texto e o leitor no ato da leitura. A respeito do enfoque das dimensões da memória, procuraremos relacionar a memória social (coletiva) e a memória individual ao romance, e até mesmo o conceito inovador de memória cultural. Café pequeno é uma obra rica e complexa em termos de construção narrativa, que vai desvendando o mundo das personagens da burguesia decadente paulistana da década de 30. ________________________________________________________________________________
ABSTRACT: We propose to approach the novel Café pequeno (1995), wrote for Zulmira Ribeiro Tavares under two points of view which interconnect throughout analysis of the work in the third chapter: the first includes the analysis of the work and its narrative construction, while the other brings the critical-theoretical approach of the manifestations of memory. Using the theoretical assumptions of narratology, identify the novel elements such as narrative voice, the status of the character-narrator, the various points of view, the constant shifts of focus and time, among others. We will deal later in the structuring of narrative discourse and its central features, particularly the notions of "gaps" and "denials", concepts that allow us to understand the interactions between the text and the reader in the act of reading. Regarding the focus of the dimensions of memory, try to relate the social memory (collective) and individual memory to romance, and even the innovative concept of cultural memory. Café pequeno is a literary work rich and complex in terms of narrative construction that will unveiling the world of decadent bourgeois characters of São Paulo in the 30s.

Orientador: Eni Puccinelli Orlandi
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Este trabalho analisa os modos de funcionamento da autoria, hoje, no Brasil. Ou seja, observa como se dá o processo de o sujeito se posicionar na função da autoria, constituindo-se, portanto, em autor. Uma pergunta o norteia : será que a escola, detentora do estatuto de provedora da capacidade de autoria, de fato possibilita a construção da função autor a seus alunos? Diante desta reflexão cai-se inevitavelmente em outra pergunta: que autor é este ao qual a escola abre espaço? O trabalho, estando calcado em uma perspectiva discursiva e, portanto, materialista-histórica, vai em busca das formas-sujeito às quais o sujeito de linguagem já se submeteu para entender melhor (' funcionamento específico da autoria, já que, pensar sobre a autoria, é pensar sobre a relação do homem com a linguagem. Há uma primeira parte destinada a um desenvolvimento suscinto de algumas questões relevantes para a Análise do Discurso, cuja reflexão é fundamental neste trabalho. O capítulo II refere-se a uma análise das duas formas de assujeitamento - religiosa e do direito - e sua relação com o sujeito autor. Finalmente, o capítulo m realiza uma análise deste sujeito autor na escola de hoje. Busca perceber a relação de dois funcionamentos: o ideal de autor e o modo de sujeitos escolares se posicionarem como autores de seus textos. Essa relação ,assim como o modo histórico do sujeito se constituir em brasileiro, têm efeitos. E é sobre estes efeitos que falamos
Abstract: Not informed.
Mestrado
Mestre em Linguística

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Conselho Nacional de Desenvolvimento Científico e Tecnológico
This dissertation offers an exegesis of Mark 4. 35 41, Jesus Stills a Storm . Towards that goal, it starts with a critical survey of the current Quest for the Historical Jesus in dialogue with Cultural History, Microhistory and Historical Psychology, with the aim of raising relevant issues pertaining mythical narratives as well as their inherent value for our historical knowledge. From the literary mapping of the Greek Magical Papyri, and from evidence stemming from Qumran s Self Glorification Hymn , as well as the Old Testament and the later rabbinical texts arise fundamental parallels that are critical for our understanding of said narrative. Thus, the exegesis of our pericope sheds light on the elements of power, fear and mythical identity present in the narrative.(AU)
Esta dissertação elabora uma exegese de Marcos 4. 35 41, Jesus Acalma uma Tempestade . Para tanto, parte da revisão crítica da pesquisa atual do Jesus Histórico em diálogo com a História Cultural, Micro-história e Psicologia Histórica, com o intuito de levantar questões pertinentes às narrativas míticas e sua importância para o saber histórico. Do mapeamento literário dos Papiros Mágicos Gregos, bem como referência ao Hino de Auto-Exaltação de Qumran, ao antigo testamento e a textos rabínicos posteriores ao Novo Testamento, emergem paralelos que são fundamentais para a compreensão da perícope analisada. Assim, a exegese do texto em questão lança luz sobre os elementos de poder, medo e identidade mítica presentes na narrativa.(AU)

The thesis describes a program of research that investigated the over-riding hypothesis that a clear cultural identity is associated with positive personal and collective self-esteem, and positive personal well-being. The testing of this novel hypothesis required first and foremost that a reliable measure of cultural identity generally, and the clarity of a person's cultural identity in particular, be developed. To meet this goal Study 1 introduced an innovative method in a story-telling form, the "Cultural Narrative". The Cultural Narrative method is built on McAdams' (1996, 2001) Life Story Model for assessing personal identity. In order to verify its generalizability, this novel methodology was applied to two natural cultural groups: Francophone and Anglophone Quebecers. Results showed that for Francophones, a clear cultural narrative was associated with positive personal self-esteem and personal well-being, in support of the hypothesis. Unexpectedly, however, results showed that for Anglophones, a clear cultural narrative was associated with negative collective self-esteem, in complete opposition to the hypothesis. In order to theoretically refine the nature of the relationship between cultural identity clarity and individuals' esteem and well-being, Study 2 explored the historical changes in the relative ingroup status of Francophone and Anglophone Quebecers. Results indicate that when temporal relative deprivation patterns are such that the status of one's ingroup is perceived to be on the rise, cultural identity clarity is associated with positive personal well-being. In contrast, when one's ingroup trajectory is perceived to be on the downturn, cultural identity clarity is associated with a lack of personal well-being.

A study was conducted of Introductory Art students to find if the six traits of writing as written by Spandel/Stiggins (1997) would have influence over a narrative painting when combined with the six traits of painting. Inconclusive findings were reported. Data difference between the treated and untreated class was less than one point. More research needs to be conducted to study transfer of knowledge from verbal to visual as well as from one curriculum to another with both curriculums teaching same material.

Cette thèse espère contribuer au dépassement du récit dominant qui a longtemps marqué l’historiographie du mouvement des droits civiques. Différents mécanismes de production du consensus, tant externes au mouvement qu’internes, ont contribué à masquer les tensions qui le traversaient et à le délimiter étroitement autour du seul aspect racial. Ce récit unifiait artificiellement la minorité noire en minorant les clivages de classe, de genre, les tensions générationnelles ou spatiales qui préexistaient aux années 1960 et en limitant les objectifs de ces mobilisations à la revendication de l’égalité des droits raciaux. Par ailleurs le maccarthysme et le triomphe du consensus libéral ont marginalisé la gauche noire et relégué les femmes à l’arrière-plan. Marginalisés en tant que forces politiques, les courants radicaux et les femmes ont aussi été d’abord effacés du récit historique. Cette représentation restrictive du mouvement des droits civiques a pu s’intégrer au récit national américain, aux dépens des voix radicales discordantes et du Nationalisme Noir de la période postérieure à 1966. Cependant ces clivages préexistaient : ce travail s’inscrit dans la perspective d’une histoire longue du mouvement des droits civiques qui met l’accent sur les continuités qui, des années 1930 aux années 1970, lient les générations entre elles. Il s’agit alors de dépasser les limites chronologiques traditionnelles et les clivages spatiaux qui opposent un Nord et un Sud essentialisés pour se situer à l’échelle locale, à la hauteur des militants dans la multiplicité des mouvements locaux. Nos sources en majorité autobiographiques, mais aussi photographiques, permettent de rendre compte de l’écart entre les militants locaux et leurs leaders nationaux du New Deal au Black Power. Les autobiographies militantes constituent des contre-récits qui remettent en question le récit dominant et dévoilent les tensions politiques et les projets minoritaires : ceux de la gauche noire, mais aussi les clivages genrés, générationnels ou spatiaux. Les revendications économiques et féministes de même qu’une dimension internationale sont aussi mis en lumière. La photographie de presse participe à cet effacement des clivages, par l’iconisation de figures célèbres. Malgré le maccarthysme, les thèmes et les idées de la gauche noire perdurent pourtant par le biais de l’image. Cette thèse tente de redonner leurs voix aux leaders anonymes du mouvement, à ceux dont les idées ont été masquées ou déformées et qui témoignent de la complexité d’un combat où classe, genre et race sont liés mais aussi en concurrence
In this dissertation I hope to contribute to the criticism of the dominant narrative that has long been at the center of the historiography of the black liberation movement. Different consensus-building mechanisms, both external and internal to the movement, masked its tensions and tended to delineate it exclusively around race. This narrative artificially unified the black mi-nority by mostly obliterating the movement’s class divisions as well as the gender, generation-al, and spatial tensions, that existed prior to the 1960s, and by limiting its objectives to the demand for legal rights. Furthermore, McCarthyism and the triumph of the liberal consensus marginalized the black left and relegated women to the background while politically radical currents and the demands of women were also erased from the historical narrative. This nar-row vision of the black liberation movement was integrated into the US national narrative at the expense of the discordant voices of radicalization and Black Nationalism of the post-1966 era. This work adopts the perspective of a long civil rights movement by focusing on the con-tinuities that linked various generations, from the 1930s to the 1970s, thus going beyond the traditional and the spatial divides, which oppose an essentialized regional divide between North and South in the dominant narrative to focus instead on the diversity of local movements The sources used focus on autobiographies and on photography, making it possible to account for the differences in point of view between local activists and their national leaders, from the years of the New Deal to the Black Power era. Militant autobiographies constitute counter-narratives that challenge the master narrative and reveal political tensions and minority projects, including those of the black left; they also point to gendered, generational and spatial divides as well as to economic and feminist demands, and they show the international dimen-sion of the black liberation movement. Mainstream photography participated in the erasure of the tensions in the movement through the iconization of famous figures. Still, in spite of McCarthyism, the themes and ideas of the black left are visible through their own images. With such sources, this doctoral dissertation attempts to give voice to the anonymous leaders of the movement, to those whose ideas have been masked or distorted and whose testimony testifies to the complexity of a struggle where class, gender and race both concur and compete

Thesis (MEdPsych)--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: The labelling and marginalisation practices implemented and sustained by conventional methods of education and psychology motivated the research curiosity. The significance of the learner's own experiences, the learner's own meaning-making through his/her own story-telling or the stories others tell about him/her and the constituting effects of alternative identity conclusions are explored as means of creating more preferred identity conclusions In engaging in the re-tellings of a learner's experiences at home and school, a qualitative research practice has been apllied, revealing meaning-making of alternative stories. Feminist theory and post-modern ideas and discourses have assisted me, and the participant, in the deconstruction of ADHD, depression, identity and divorce which contributed to the marginalisation of a learner due to dominant discourses within culture, education and psychopathology. Narrative approaches to therapy and an ethic of participation have guided us to emphasise the necessity of recognising a learner's preferred ways of understanding his/her experiences and what that tells about the person. Pseudonyms have been used to respect the participant's privacy.
AFRIKAANSE OPSOMMING: Die ettikettering en marginaliserende praktyke wat gebasseer en onderhou word deur konvensionele opvoedkundige en sielkundige diskoerse, het die navorsingsnuuskierigheid by my ontlok. Die beduidenheid van 'n leerder se eie ervarings en pogings tot betekenismaking deur die oorvertel van sy/haar eie stories en die aanhoor van ander se stories oor hom/haar word uitgelig. Die konstitusionerende aard van hierdie alternatiewe identiteitskonklusies word geeksploreer om meer verkose identiteitskonsepte daar te stel. Met my deelname aan die oorvertelling van die leerder se ervarings by sy huis en skool, is 'n kwalitatiewe navorsingsbenadering gevolg, wat die betekenismaking van alternatiewe stories kan uitlig. Feministiese teorie, postmoderne denke en diskoerse was die sleutels wat gebruik is deur my en die deelnemers, om die betekenis van ADHD, depressie, identiteit en egskeiding te ontsluit en te dekonstrueer. Die marginaliserende praktyke wat in die naam van hierdie fenomene gepleeg word binne die dominante kultuur, opvoedkundige praktyke en psigopatologie word bevraagteken. 'n Narratiewe benadering tot terapie en 'n etiek van deelname het ons gelei om die nodige erkenning aan die leerder se verkose maniere om sy ervaringe te verwoord en wat dit omtrent sy identiteit impliseer. Pseudoname is gebruik om die deelnemer se privaatheid te respekteer.

This essay examines the representation of evil in the Star Wars prequel film series. The starting point of the study comes from a narrative analysis of the protagonist Anakin Skywalker. Using Gerard Genette's three-part model of narrative, Anakin's narrative is examined and presented based on the model's first part, story; which highlights what the narrative is portraying through structure, characters, setting and themes. The analysis shows that Anakin got underlying attributes that create tension in him that leads him to his downfall. Turning points and events in his narrative are presented that reinforce his climax where he allies himself with the dark lord of the Sith, Darth Sidious. The presentation of the narrative chisels out three overarching themes (self-esteem, love, and fear) that are discussed to find out what Anakin's narrative implies concerning the representation of evil in the Star Wars prequel. The final analysis suggested that Anakin's feels hindered in advancing in the Jedi-orders hierarchy but also that he is met with scepticism that affects his self-esteem. The analysis also implies that Anakin's fear of losing his loved ones is disregarded by the Jedi-order that rather encourage him the let go than giving him tools to work it through. Furthermore, the analysis concludes that Anakin does not ally himself with the dark side of the Force because it is evil, but because it – in his mind – offers him, not just power but also the possibility to save Padmé from dying.   Through a presentation of Anakin's narrative and his fall to the dark side, evil in Star Wars is discussed. Evil, then, is not represented as one might expect, dualistic with a good and a bad, light, and dark. But rather shifting alongside Anakin's moral compass when he allies himself with the dark side. The dark side that initially represented evil, will therefore become good and its counterpart the light side of the Force and the Jedi-order who fights for peace and justice in the galaxy, will for Anakin represent evil instead.

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This research aims to analyze, through life stories of professors who work in two universities, one public and one private, in Aracaju-SE, the personal and professional identity processes and the meanings attributed by them to their educational practices. We do not consider here the identity as static, motionless, but as a mobile, fluid and multifaceted process. In Theoretical we opted for a reasoned way in the psychological and sociological knowledge about the identity and the theoretical assumptions of Paul Ricoeur?s Narrative Identity. We sought, in the narratives of the professors, to understand how professional and institutional demands practices influence their identity processes. For this, we used the narrative interview to unveil training and teaching activities in professors from public and private universities in the state of Sergipe, bringing to light the choices, the meanings and the challenges faced in their formation processes and the construction of the teacher identity. Thus the following guiding questions were used: how is the identity of the public and private school professors constituted in higher education institutions? How do these professors build their practices in public and private spheres of IES? How do the realities and demands of these institutions interfere in the building of this professor identity? What are the main sources of malaise and welfare in public and private institutions? Analysis of the interviews were based on theoretical assumptions of Paul Ricoeur, specifically the concept and theories about narrative identity. It was observed that the teaching of experiences in the public and private spheres are very different, because the demands and institutional profiles are disparate. Thus, it was found in the private sphere that the narratives of professors included aspects that relate directly and/or indirectly to the capitalist logic of the present higher education in private institutions. In the public sphere, there have been reports regarding the great bureaucratic demand and the fierce competition between colleagues. From the analysis using Ricoeur, the following categories were developed: The choice to be teaching; the construction of the teaching practices and the relationship between the teaching practices and the construction of the identity of these professors. In elaborate discussions, it is clear that the identity processes of these professors, that the fluidity and mobility of the identity of each, is manifested in the constant needs of adjustments and readjustments that the environment imposes on them. Thus, interfaces between teaching practices, institutional contexts and teacher identity are present in all the narrative passages analyzed in this work. The strategies used to deal with the institutional and social demands, the meanings attributed to their professional and their personal experiences practices, reflections and reinterpretation are the result of identity transformations undergone by these professors.
Esta pesquisa tem como objetivo analisar, atrav?s de hist?rias de vida de docentes que atuam em duas Universidades, uma p?blica e uma privada, em Aracaju-SE, os processos identit?rios pessoal e profissional e os sentidos atribu?dos por eles ?s suas pr?ticas educativas. N?o consideramos aqui a identidade como algo est?tico, im?vel, mas sim como um processo m?vel, fluido e multifacetado. No Referencial Te?rico, optou-se por um caminho fundamentado no conhecimento psicol?gico e sociol?gico sobre a identidade, com base nos pressupostos te?ricos de Identidade Narrativa de Paul Ricoeur. Buscou-se, nas narrativas dos docentes, compreender como as pr?ticas profissionais e demandas institucionais influenciam os seus processos identit?rios. Para tanto, utilizou-se a Entrevista Narrativa para desvelar a forma??o e a atua??o docente em docentes de universidades p?blicas e privadas do estado de Sergipe, trazendo a luz as escolhas, os significados e os desafios enfrentados em seus processos de forma??o e de constru??o da identidade docente. Assim foram utilizadas as seguintes quest?es norteadoras: Como se constitui a identidade dos docentes do ensino p?blico e privado das institui??es de ensino superior? Como esses professores constroem suas pr?ticas nas esferas p?blica e privada das IES? Como as realidades e as demandas dessas institui??es interferem na constru??o da identidade desse professor? Quais as principais fontes de Mal-estar e Bem-estar nas institui??es p?blicas e privadas? A an?lise das entrevistas foram baseadas nos pressupostos te?ricos de Paul Ricouer, especificamente no conceito e teoriza??es acerca daIdentidade narrativa. Foi poss?vel observar que as viv?ncias da doc?ncia na esfera p?blica e privada s?o muito diferentes, pois as demandas e perfis institucionais s?o d?spares. Assim, verificou-se, na esfera privada, que as narrativas dos docentes inclu?ram aspectos que se relacionam de maneira direita e/ou indireta ? l?gica capitalista do ensino superior, presente nas institui??es particulares. Na esfera p?blica, foram encontrados relatos referentes ? grande demanda burocr?tica, ?s competi??es acirradas entre colegas. A partir da an?lise, foram elaboradas as seguintes categorias: A escolha em ser docente; a constru??o das pr?ticas docentes e a Rela??o entre as pr?ticas docentes e a constru??o da identidade desses professores. Nas discuss?es elaboradas, ao analisar o processo identit?rio dos docentes, percebe-se que a fluidez e mobilidade da identidade de cada um se manifesta nas necessidades constantes de adapta??es e readapta??es que o meio lhes imp?e. Dessa maneira, as interfaces entre a as pr?ticas docentes, os contextos institucionais e a identidade docente est?o presentes em todos os trechos narrativos analisados neste trabalho. As estrat?gias utilizadas para lidar com as demandas institucionais e sociais, os significados atribu?dos a suas pr?ticas profissionais e a suas viv?ncias pessoais, as reflex?es e ressignifica??es s?o resultantes das transforma??es identit?rias por ele sofridas.

RIBEIRO, Lucíola Limaverde. Afetos em construção: narrativas e processos de apropriação do espaço pelos moradores da Cidade 2000. 2015. 114f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Psicologia, Fortaleza (CE), 2015.
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This research investigates the affects between the interviewees and the environment where they live, a neighbourhood called Cidade 2000. We aim to identify and analyse, in the narratives of the residents, the affects about the neighbourhood to understand the processes of appropriation of space and esteem for the place. Cidade 2000 is a housing project built on the eastern periphery of Fortaleza in the 1970s. The countryside atmosphere of Cidade 2000 is consistent with the nature of its population, partly made up of migrants who came from the countryside to Fortaleza during the twentieth century. In the past it was isolated from the city and nestled amid an uninhabited area, then called Sítio Cocó. Following the expansion of Fortaleza eastwards Cidade 2000 turned out to be absorbed by the urban area of the capital. The theoretical background of this work was to use concepts of social and environmental psychology, having as the basis the concept of affectivity, from the theory of the authors Spinoza, Vygotsky and Sawaia. The discussion about affectivity and space was based on the concept of esteem for the place, which evaluates empowering and disempowering feelings and emotions in the relationship between person and environment. Narrative interviews were utilised as the methodology. They were conducted with five residents who have been living in Cidade 2000 since the decade of its opening in the 1970s. The interviewees were three males and two females, aged between 46 and 85 years. The results of the research point to a place attachment between the interviewees and their neighbourhood in which one can infer the existence of a sense of security that allows a feeling of belonging and identification by the locals with the public spaces. While Fortaleza as a metropolis grows, generating a fast pace of life, fear and a gap that separates us from the community and from each other, at Cidade 2000 people still stop to experience the city, occupying squares, streets and sidewalks, staying there until late into the night. Despite the small number of interviewees, it can be inferred from the narratives a positive esteem for the place, putting Cidade 2000’s experience as an outstanding example within the urban development context.
Esta dissertação investiga os afetos de moradores da Cidade 2000 em relação ao ambiente onde vivem. Buscamos identificar e analisar nas narrativas dos moradores os afetos com o bairro para compreender os processos de apropriação do espaço e estima de lugar. A Cidade 2000 é um conjunto habitacional construído na zona leste de Fortaleza na década de 1970. O aspecto interiorano da Cidade 2000 condiz com a natureza de sua população, em parte composta por migrantes que vieram do sertão para a capital ao longo do século XX. Antes isolada da cidade e encravada em meio a uma área não habitada, a Cidade 2000 acabou por se inserir na malha urbana da capital com a expansão de Fortaleza na direção leste. Nesta investigação, utilizaram-se os aportes teóricos da psicologia social e ambiental, tendo como base a categoria afetividade em uma perspectiva histórico-cultural, a partir da teoria de Spinoza, Vygostsky e Sawaia. A relação entre a afetividade e o lugar foi compreendida considerando a estima de lugar, conceito que avalia sentimentos e emoções potencializadoras e despotencializadoras na relação pessoa-ambiente. A metodologia utilizada foi a de entrevistas narrativas realizadas com cinco moradores que vivem na Cidade 2000 desde a década de sua inauguração, os anos 1970. Os entrevistados, sendo três do sexo masculino e dois do feminino, tinham idade entre 46 e 85 anos. Os resultados da pesquisa apontaram para a existência de afetos potencializadores que propiciaram avaliar a presença de uma relação de pertencimento entre os narradores e o bairro pela sensação de segurança, afeto este que facilita processos de apropriação e de identificação com os espaços públicos por parte dos moradores. Enquanto a metrópole Fortaleza se agiganta, gerando uma pressa e um medo, um distanciamento que nos afasta da cidade e uns dos outros, na Cidade 2000 as pessoas ainda param para viver a cidade, ocupando as praças, ruas e calçadas, conversando até tarde da noite. Apesar de ter sido relativamente pequena a amostra de moradores ouvidos, a partir das falas desses entrevistados pode-se inferir uma estima de lugar positiva, colocando a experiência da Cidade 2000 como um exemplo de destaque dentro do contexto urbano.

Projektet ”Radio i skolan” riktade sig till elever inom det individuella programmet på en gymnasieskola. Det pågick sammanlagt en termin. Projektet innebar ett arbetssätt där fokus låg på innehåll, att berätta om ett ämne. Uttrycksformen för detta var att göra ett eget radioprogram. Denna fallstudie behandlar detta projekt.

Syftet med studien var att undersöka hur elever uppfattade det egna lärandet i ett projekt där de fick arbeta med radioproduktion. Ett annat syfte var att undersöka hur involverade pedagoger uppfattade möjligheter och hinder för elevers lärande genom ett sådant estetiskt och ämnesövergripande arbetssätt. Frågorna rörde elevernas uppfattningar av vad de lärt sig, hur de lärt sig, utvecklande av självkänslan samt om pedagogernas roll för detta. En fråga handlade om involverade lärares syn på elevernas lärande och utvecklande av självkänsla.

Som datainsamlingsmetoder användes både enkäter och intervjuer. Intervjuer gjordes med elever och lärare. De olika resultaten jämfördes med varandra och relaterades till olika teorier.

Resultaten visar att projektet innebar ett arbetssätt som möjliggjorde lärande på olika sätt. Elever lärde sig genom att använda radioproduktion som redskap. Det innebar även lärande om hantverket, hur man gör en radioproduktion. I mindre omfattning fanns det lärande om tänkandet hur man kan uttrycka berättelser i radioform. Elevers språkutveckling kunde stimuleras i och med att de använde talet mycket. Flera elever ansåg att deras självkänsla utvecklades genom att de utmanade sig själva och vågade. Det framkom också att arbetet upplevdes svårt av flera elever. En viktig del i projektet var att det fanns tydliga mål samt stöd till eleverna i arbetet, från både lärare och en kulturarbetare med erfarenhet av radioproduktion. Resultaten pekar på att deras förmåga att motivera elever hade avgörande betydelse för elevernas läroprocess.

 

 

The project ”Radio in the school” was offered to pupils within the individual programme in one secondary school. It was realized during one term. The project implied a way of work where the focus was on content, to tell about a stuff. The way of expression for this was by making a radio programme. This case study is about this project.

The aim of this investigation was to find out how students were comprehended their own learning in a project were they made radio programmes. Another aim was to investigate how the teachers involved were comprehended the possibilities and obstacles to learning for pupils through such an aesthetic and subject overarching way of work. The questions concerned the pupil’s comprehension of what they learned, in what way they learned, the development of self-esteem and of the teacher’s part in this.

Data were collected with questionnaires and interviews. Interviews were made with pupils and teachers. The results were compared with each other and were related to different theories.

 The results indicate that the project implied a way of work which made learning possible in different ways. The pupils learned by using radio production as a tool. It also implied learning about the skill, how to make a radio production. To less extent there was learning about the thinking about how to express the stories in radio. The language of the pupils could develop because they used speech to large extent. The self-esteem of the pupils could grow when they challenged themselves and dared to do new tasks.

It also appeared that the work was experienced as difficult for several pupils. According to the teachers, an important matter in the project was clearly defined targets and support to the pupils from the teachers and from a cultural worker with knowledge of radio production. The results indicate that their capacity for motivating pupils was of vital importance for their learning process.

L'intertextualité est parmi les caractéristiques les plus marquantes de la production littéraire contemporaine et, en tant que procédure, elle se montre indispensable pour l'investigation des rapports dialogiques entre des textes. Cette étude analyse comment se produit la relation entre des textes, le jeu intertextuel dans Assim na terra, de Luiz Sérgio Metz, et comment les relations qui s'établissent entre ces textes structurent cette narrative, laquelle se constitue à partir du fragment, de la référence et de la citation, en somme, de la Bibliothèque. Le point de départ en est la notion même d'Intertextualité. Nous retraçons son parcours, depuis les études pionières de Mikhail Bakhtin jusqu'à la contemporanéité, avec Tiphaine Samoyault. Le deuxième moment de ce travail est celui de l'analyse à proprement parler. Nous insérons l'auteur dans le lignage des auteurs-critiques, c'est à dire, ceux qui ont produit de la littérature en même temps qu'ils ont pensé les questions relatives à la production littéraire. Nous explicitons les rapports établis par l'auteur avec ses modèles: Jorge Luis Borges, T.S.Eliot, Vicente Huidobro, Stéphane Mallarmé, Octávio Paz et Aureliano de Figueiredo Pinto. Ce dernier, la motivation de l'auteur pour la production de l'oeuvre, qui emprunte le projet particulier de Jorge Luis Borges dans l'entreprise à laquelle celui-ci s'est lancé, dans l'intention de s'établir une filiation littéraire, ayant Evaristo Carriego comme origine. Nous finissons notre étude en concluant que l'approche par le biais de la création littéraire ajoute de la valeur à l'oeuvre, l'insérant dans le canon de la littérature sans frontières, puisqu'elle parfait, à partir d'une intertextualité généralisée, la ressymbolisation, pas seulement d'un imaginaire régional, mais celle de textes et d'auteurs de la littérature universelle.
A intertextualidade é uma das características mais marcantes da produção literária contemporânea e, como procedimento, revela-se indispensável para a investigação das relações dialógicas entre textos. Este estudo analisa como se dá a relação entre textos, o jogo intertextual em Assim na terra, de Luiz Sérgio Metz, e como as relações que se estabelecem entre esses textos estruturam essa narrativa, a qual se constitui a partir do fragmento, da referência e da citação, em suma, da Biblioteca. O ponto de partida é a própria noção de Intertextualidade. Retraçamos seu percurso, desde os estudos pioneiros de Mikhail Bakhtin até a contemporaneidade, com Tiphaine Samoyault. O segundo momento deste trabalho é o da análise propriamente dita. Inserimos o autor na linhagem dos autores-críticos, ou seja, aqueles que produziram literatura ao mesmo tempo em que pensaram as questões relativas ao fazer literário. Após, explicitamos as relações estabelecidas pelo autor com seus modelos: Jorge Luis Borges, T.S.Eliot, Vicente Huidobro, Stéphane Mallarmé, Octávio Paz e Aureliano de Figueiredo Pinto. Este último, a motivação do autor para a produção da obra, que empresta o projeto particular de Jorge Luis Borges na empresa a que este se lançou, no intuito de se estabelecer uma filiação literária, tendo Evaristo Carriego como origem. Encerramos nosso estudo, concluindo que a abordagem pelo viés da criação literária valoriza a obra, inserindo-a no cânone da literatura sem fronteiras, pois que ela realiza plenamente, a partir de uma intertextualidade generalizada, a ressimbolização, não apenas de um imaginário regional, mas a de textos e autores da literatura universal.

Cette analyse s'est restreinte a l'examen des formes manifestant l'articulation et le fonctionnement de la vision du monde d'alejo carpentier, a travers la double isotopie du pouvoir et du croire. La reconnaissance de la reiteration des unites appartenant au schema narratif canonique, justifie l'election du niveau narratif comme l'un des elements pertinents. La reproduction, tout au long de la narration, de la trame d'un schema narratif polemique constitue, en effet, l'une des specificites de ce recit dont le but est de mettre en evidence l'affrontement de deux cultures, la discrimination des rationalites fondant la structure de confrontation entre deux systemes regissant chacun une vision particuliere du monde.

Thesis (M.A.)--University of Nevada, Reno, 2008.
"August, 2008." Includes bibliographical references (leaves 86-88). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2009]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.

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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES
The teaching work, by many, is no longer seen or lived as in previous decades. Being a teacher was a matter of status - especially that of university teachers - as a noble profession worthy of respect. Currently, teaching has not lost its relevance ?without doubt?, however, is no longer as recognized and valued as before and as it deserved to be. The intensification, precariousness and proletarianization of the teaching profession has been the subject of constant debate in recent years. Productivity, competition, bullying, work overload, ranking, steady publication, titling, have often been cited as stressors for those who work in higher education today. This may reflect negatively both in personal life (physical and emotional exhaustion, irritability, anxiety, anger peaks and/or sadness, stress), as well as in professional life (Burnout Syndrome, mental disorders, among others). The generated discussion is from how this can influence the good and/or malaise of these professionals in different periods of the professional life cycle. With this background, the following research problem was sought: From the occupational (auto)biographical narratives of teachers who teach in the stricto sensu Post-Graduation, how and what they report on their trajectories and careers in the area of Education, considering the context, the age group and the professional life cycle in which they are inserted? Therefore, this study aims understand the unique narratives of teachers who teach in the stricto sensu Post-Graduation throughout the professional life cycle, considering personal and occupational aspects. The objectives are also to understand the individual perception about the work process during the professional life cycle; to reflect on the impacts of personal factors on the job and vice versa, considering that personal and professional life are inseparable; to analyze the factors related to the good and the malaise in the teaching career, from the different periods of the career and the life of teachers who teach in stricto sensu; investigate the meaning of the teaching work, the factors of satisfaction and dissatisfaction in the work, the factors of permanence and tendency to the abandonment of the teaching profession in Higher Education and, especially, in the stricto sensu Postgraduate course; and to contrast singular histories of life and profession, in order to perceive characteristics that are personal and characteristics common to the age group or the professional life cycle. The method has a qualitative design and investigates Higher Education teachers who act in stricto sensu in education and who are in one of the professional life cycles. The (auto)biographical Narrative interview was adopted as a research tool and applied with four female teachers. Biograms were constructed from the data collected. Due to the use of in-depth interviews, in addition to the biograms, the collected data were analyzed based on narrative analysis, based on discourse analysis. Theoretical triangulation was performed for discussion and data analysis based on theories of the professional life cycle, professional development model and adult life. The main conclusions are the similarities in the narratives, even with the singularities of each teacher, both in terms of the characteristics of the lived cycle and the factor related to chronological age. The entry into the career happened through different paths between the interviewed ones, although the option for the teaching career happened around the same chronological age. It is suggested for future researches the increase in the number and gender of the interviewees, as well as the application of a study with quantiqualitative character. Although the quantitative application of this study is considered pertinent, it is suggested that it does not lose the qualitative bias that gives voice to teachers and raises their singularities.
El trabajo docente, por muchos, ya no es visto ni vivido como en d?cadas pasadas. Ser profesor era una cuesti?n de status ?en especial la de los docentes universitarios?, considerada una profesi?n noble y digna de respeto. Actualmente, la docencia no perdi? su relevancia ?sin dudas?, pero, ya no es tan reconocida y valorada como antes y como merec?a ser. La intensificaci?n, la precarizaci?n y la proletarizaci?n de la profesi?n docente ha sido objeto de debate en los ?ltimos a?os. La productividad, la competencia, el acoso moral, la sobrecarga de trabajo, el ranqueamiento, la publicaci?n constante, la titulaci?n, han sido a menudo citados como estresores para quienes act?an en la docencia en la Educaci?n Superior actualmente. Esto puede reflejar negativamente tanto en la vida personal (agotamiento f?sico y emocional, irritabilidad, ansiedad, picos de rabia y/o tristeza, estr?s), como en la vida profesional (S?ndrome de Burnout, trastornos mentales, entre otros). La discusi?n generada es a partir de c?mo esto puede influenciar para el bien y/o malestar de estos profesionales en distintos per?odos del ciclo de vida profesional. Con ese tel?n de fondo, se busc? responder el siguiente Problema de Investigaci?n: ?A partir de narrativas (auto)biogr?ficas ocupacional de docentes que ense?an en el Postgrado stricto sensu, como y lo que relatan los mismos acerca de sus trayectorias y carreras en sobre la Educaci?n, considerando el contexto, el grupo de edad y el ciclo de vida profesional en que est?n insertados? Para tanto, este estudio tiene el objetivo de comprender las narrativas singulares de docentes que ense?an en el Postgrado stricto sensu en el transcurso del ciclo de vida profesional, considerando aspectos personales y ocupacionales. Son objetivos tambi?n entender la percepci?n individual sobre el proceso de trabajo en el curso del ciclo de vida profesional; reflexionar sobre los impactos de los factores de car?cter personal en el trabajo y viceversa, considerando, que la vida personal y profesional son indisociables; analizar los factores relacionados al bien y al malestar en la carrera docente, a partir de los distintos per?odos de la carrera y de la vida de profesores que ense?an en el stricto sensu; y en el caso de la Educaci?n Superior, y sobre todo en el Postgrado stricto sensu, los factores de satisfacci?n e insatisfacci?n en el trabajo, los factores de permanencia y tendencia al abandono de la profesi?n docente en la Educaci?n Superior y, sobre todo, en el Postgrado stricto sensu; y, contrastar historias singulares de vida y de profesi?n, con el fin de percibir caracter?sticas que son de orden personal y caracter?sticas comunes al grupo de edad o al ciclo de vida profesional. El m?todo tiene delineamiento de naturaleza cualitativa y tiene el prop?sito de investigar profesores de la Educaci?n Superior que act?an en el stricto sensu en Educaci?n y que se sit?an en uno de los ciclos de vida profesional. La entrevista narrativa (auto)biogr?fica fue adoptada como instrumento de investigaci?n y aplicada con cuatro profesoras. A partir de los datos recolectados se construyeron biogramas. Ante el uso de entrevistas en profundidad, adem?s de los biogramas, los datos recolectados fueron analizados con base en el an?lisis de narrativas, fundamentada en el an?lisis de discurso. Se realiz? triangulaci?n te?rica para discusi?n y an?lisis de datos basados en las teor?as del ciclo de vida profesional, modelo de desarrollo profesional y vida adulta. Como principales conclusiones, se destacan las similitudes en las narrativas, incluso con las singularidades de cada docente, tanto en lo que se refiere a caracter?sticas del ciclo vivenciado, como del factor relacionado a la edad cronol?gica. La entrada en la carrera se produjo por distintas v?as entre las entrevistadas, a pesar de que la opci?n por la carrera docente se produjo en torno a la misma edad cronol?gica. Se sugiere para investigaciones futuras la ampliaci?n en el n?mero y g?nero de los entrevistados, as? como, la aplicaci?n de estudios con car?cter cuanti-cualitativo. Aunque se considera pertinente la aplicaci?n cuantitativa de este estudio, se sugiere que el mismo no pierda el sesgo cualitativo que da voz a los docentes y suscita sus singularidades.
O trabalho docente, por muitos, n?o ? mais visto e nem vivido como em d?cadas passadas. Ser professor era uma quest?o de status -em especial a dos docentes universit?rios-, considerada uma profiss?o nobre e digna de respeito. Atualmente, a doc?ncia n?o perdeu sua relev?ncia ?sem d?vida?, no entanto n?o ? mais t?o reconhecida e valorizada como antes e como merecia ser. A intensifica??o, a precariza??o e a proletariza??o da profiss?o docente t?m sido, nos ?ltimos anos, alvo de constante debate. Produtividade, competi??o, ass?dio moral, sobrecarga de trabalho, ranqueamento, publica??o constante e titula??o, t?m sido, frequentemente, citados como estressores para quem atua, atualmente, na doc?ncia na Educa??o Superior. Isso pode refletir negativamente tanto na vida pessoal (exaust?o f?sica e emocional, irritabilidade, ansiedade, picos de raiva e/ou tristeza, estresse), como na vida profissional (S?ndrome de Burnout, transtornos mentais, entre outros). A discuss?o gerada se deu a partir de como isso pode influenciar para o bem e/ou mal-estar desses profissionais em distintos per?odos do ciclo de vida profissional. Com esse pano de fundo, se buscou responder ao seguinte Problema de Pesquisa: A partir das narrativas (auto)biogr?ficas de vida ocupacional de docentes que lecionam na P?s-Gradua??o stricto sensu, como e o que relatam os mesmos a respeito de suas trajet?rias e carreiras na ?rea da Educa??o, considerando o contexto, a faixa et?ria e o ciclo de vida profissional em que est?o inseridos? Para tanto, este estudo teve o objetivo de compreender as narrativas singulares de docentes que lecionam na P?s-Gradua??o stricto sensu no decorrer do ciclo de vida profissional, considerando aspectos pessoais e ocupacionais. Foram objetivos tamb?m entender a percep??o individual sobre o processo de trabalho no decorrer do ciclo de vida profissional; refletir sobre os impactos dos fatores de car?ter pessoal no trabalho e vice-versa, considerando, que vida pessoal e profissional s?o indissoci?veis; analisar os fatores relacionados ao bem e ao mal-estar na carreira docente, a partir dos distintos per?odos da carreira e da vida de professores que lecionam no stricto sensu; investigar o significado do trabalho docente, os fatores de satisfa??o e insatisfa??o no trabalho, os fatores de perman?ncia e tend?ncia ao abandono da profiss?o docente na Educa??o Superior e, sobretudo, na P?s-Gradua??o stricto sensu; e, contrastar hist?rias singulares de vida e de profiss?o, com o intuito de perceber caracter?sticas que s?o de ordem pessoal e caracter?sticas comuns ? faixa et?ria ou ao ciclo de vida profissional. O m?todo teve delineamento de cunho qualitativo, com o intuito de investigar professores da Educa??o Superior que atuam no stricto sensu em Educa??o e que se situam em um dos ciclos de vida profissional. A entrevista de narrativa (auto)biogr?fica foi adotada como instrumento de pesquisa e aplicada com quatro professoras. A partir dos dados coletados foram constru?dos biogramas. Diante do uso de entrevistas em profundidade, al?m dos biogramas, os dados coletados foram analisados com base na an?lise de narrativas, fundamentada na an?lise de discurso. Foi realizada triangula??o te?rica para discuss?o e an?lise dos dados com base nas teorias do ciclo de vida profissional, modelo de desenvolvimento profissional e vida adulta. Como principais conclus?es, se destacam as similaridades nas narrativas, mesmo com as singularidades de cada docente, tanto no que se refere a caracter?sticas do ciclo vivenciado, como do fator relacionado ? idade cronol?gica. A entrada na carreira aconteceu por vias distintas entre as entrevistadas, apesar de a op??o pela carreira docente ter acontecido em torno da mesma idade cronol?gica. Se sugere para pesquisas futuras a amplia??o no n?mero e g?nero de/dos entrevistados, bem como a aplica??o de estudos com car?ter quanti-qualitativo. Embora se considere pertinente a aplica??o quantitativa deste estudo, se sugere que o mesmo n?o perca o vi?s qualitativo que d? voz aos docentes e suscita suas singularidades.

This research into Chronic Fatigue Syndrome (CFS) presents the results of 60 first-person psycho-phenomenological interviews with 30 New Zealand women. The participants were recruited from the Canterbury and Wellington regions, 10 had recovered. Taking a non-dual, non-reductive embodied approach, the phenomenological data was analysed semiotically, using a graph-theoretical cluster analysis to elucidate the large number of resulting categories, and interpreted through the enactive approach to cognitive science. The initial result of the analysis is a comprehensive exploration of the experience of CFS which develops subject-specific categories of experience and explores the relation of the illness to universal categories of experience, including self, ‘energy’, action, and being-able-to-do. Transformations of the self surrounding being-able-to-do and not-being-able-to-do were shown to elucidate the illness process. It is proposed that the concept ‘energy’ in the participants’ discourse is equivalent to the Mahayana Buddhist concept of ‘contact’. This characterises CFS as a breakdown of contact. Narrative content from the recovered interviewees reflects a reestablishment of contact. The hypothesis that CFS is a disorder of action is investigated in detail. A general model for the phenomenology and functional architecture of action is proposed. This model is a recursive loop involving felt meaning, contact, action, and perception and appears to be phenomenologically supported. It is proposed that the CFS illness process is a dynamical decompensation of the subject’s action loop caused by a breakdown in the process of contact. On this basis, a new interpretation of neurological findings in relation to CFS becomes possible. A neurological phenomenon that correlates with the illness and involves a brain region that has a similar structure to the action model’s recursive loop is identified in previous research results and compared with the action model and the results of this research. This correspondence may identify the brain regions involved in the illness process, which may provide an objective diagnostic test for the condition and approaches to treatment. The implications of this model for cognitive science and CFS should be investigated through neurophenomenological research since the model stands to shed considerable light on the nature of consciousness, contact and agency. Phenomenologically based treatments are proposed, along with suggestions for future research on CFS. The research may clarify the diagnostic criteria for CFS and guide management and treatment programmes, particularly multidimensional and interdisciplinary approaches. Category theory is proposed as a foundation for a mathematisation of phenomenology.

The question of the composition and unity of Esther continue to be a matter of debate as Esther studies of the last two decades show. This debate has, however, been conducted primarily perspective. from a historical and critical The latter half of this century, and the last three decades in particular, has seen the emergence of newer approaches to the text of Scripture. These approaches, influenced by the developments in literary theory, have resulted in an emphasis on the text as a literary unity and have encouraged a synchronic reading of biblical texts. I believe the questiop of the composition and unity of Esther can be fruitfully approached using these newer literary approaches. A literary reading of Esther, which demonstrates that it is a narrative unity, is done. The literary reading is synchronic in nature, and demonstrates that chiasticreversal underlies the whole of the Esther narrative. Moreover, careful attention is given to the literary devices of chiasmus and characterisation, which make a significant contribution to the narrative unity of Esther because of the inseparable link, which exists, between these literary elements. This inseparable link derives from the fact that the chiasmus found in Esther is characterised by the reversal of the positions, fortunes, and destinies of the main characters. Furthermore, the role and portrayal of the king is germane to the narrative unity of Esther beca~se intrinsic to the chiastic-reversal pattern in Esther is the role of the king in reversing the positions, fortunes and destinies of the main characters. Consequently his role will receive special attention. In addition, as a character, he can be seen as the glue of the narrative unity of Esther because of the pivotal role he plays in the story's chiastic-reversal pattern. It therefore follows that the way the narrative characterises him must receive attention. In this regard 'traditional' stereotypical descriptions of the king are discussed critically and a fresh perspective· of his character is offered.
Thesis (PhD)--University of Pretoria, 1999.
gm2014
Practical Theology
unrestricted

This paper explores how Charles Dickens’s use of a female narrator in Bleak House (1853) fundamentally problematizes and undermines his use of the fairy tale’s cultural cachet, motifs, and characters to prop up and project his fantasies of the feminine ideal. More specifically, it examines the effects of the thematic presence of several tale-types and stock fairy tale figures on Dickens’s ability to prescribe ideal feminine behaviors, such as incuriosity and selfless obedience, to both his characters and his female audience. Because Esther’s ability to write and her interest in either discovering or constructing her own identity establish her as competitor to the males who attempt to script her life, Dickens tries to control and circumscribe her ability to know and act through her own and other characters’ resemblance to traditional fairy tale character types, especially Bluebeard and Griselda. Esther’s narrative, however, betrays these unnatural delimitations in telltale interruptions and denials as Dickens attempts to circumvent the constraints he has placed on her voice. Esther’s narrative therefore resists but imperfectly overcomes the Victorian male author’s scripting of femininity.
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碩士
國立彰化師範大學
輔導與諮商學系
93
Narrative Research of Body Image of Female Adolescents with Low Self-esteem Yuchung Sun Abstract To listen and analyse life stories about participants’ bodies,and realize their body image and through narrative,a narrative approach of qualitative research was selected in this study.After the process of purposeful sampling,three participants who engaged in dieting with low body image and self-esteem were selected. Semistructured in-depth interviews were the major method to develop the text. The “holistic-content” and “categorical-content” perspectives were used to analyze the data. Important findings of this study are as follows: 1. The results of the “holistic-content” analyses: (1).The life themes of development of physiology Life stories of three participants were three stages identically.Before middle grade of elementary school,as first stage,is the ignorant period of one’s development of physiology and body image.The later period of elementary school,as the second stage, is the exploring period of one’s development of physical and body image.The period of junior high school,as the third stage,is the critical period of one’s development of physical and body image. (2).other life themes Through realizing other life themes of each narrator,their texts were enriched.Thus, their body image and self-esteem were explored further. 2. The results of the “categorical-content” analyses: (1).Girls’ perceptions、evaluations、feelings、and acts toward their bodies: As the result of comparing with peers,female adolescents were less satisfied with their bodies.Furthermore,they evaluated and felt their bodies negatively. It was found that female adolescents tended to diet to lose their weight. (2). Girls’ thoughts and meanings toward their bodies: female adolescents’ thoughts and meanings toward their bodies were related to their interpersonal experiences. Furthermore,Their expectation of interpersonal relationships were influenced. (3). Significant others: A.Family The senses of ability and contral of female adolescents were usually satisfied,were contributive to develop their body image and self-esteem in preadolescence and puberty. B.Peers The comparison among peers were unfavorable to the development of one’s body image and self-esteem. Key words: female adolescents、body image、self-esteem、narrative research

碩士
國立臺中教育大學
教師專業碩士學位學程
104
BACKGROUND:This study is aimed to develop a narrative-oriented group for the children from grandparent families to enhance the self-esteem and family concept. METHODS:This research is adopted nonequivalent pretest-posttest control group design of quasi-experimental design. The subjects are consisted fourteen children from grandparent families on fifth or sixth-grand. The subjects are randomly assigned into experimental group vs. control group. The experimental group is arranged to attend fourteen sessions of narrative-oriented group for seven weeks. Meanwhile, the control group is on the country. RESULTS:All of the participants are arranged to receive the pretest, the posttest, and the follow-up test with “The Self-Esteem” and “The Family Concept” to examine children’s performances. Collecting data is analyzed with Mann-Whitney U. CONCLUSION: The major findings are concluded as follows: 1. There is a significant difference showed on “ the self-esteem total scores ” at the end of the treatment and after seven-weeks. 2. There is no significant difference showed on “ Family concept total scores” at the end of the treatment and after eight -weeks. Finally, the researchers give some suggestions for future study and clinical applicaitons.

碩士
國立暨南國際大學
終身學習與人力資源發展碩士學位學程碩士在職專班
105
This thesis is about the grieving experience of the researcher ,who suffered from the death with cancer of his mother in his adulthood.By looking back to his life history, the researcher found back his self-identity and the value of the existence and proceed to introspect and sort out the meaning of his life. The study method of the thesis is narrative research, and the purposes of the study are as follows: First, by telling the researcher's story, view the extra meaning and value. Second, through the narrative of the story about the researcher's mother and himself, the researcher can calm the loss of his mother and recognize himself. Third, the researcher would heal the scars in his mind through writing his experience and found out the attribution of identity and the meaning of his existence. This study is based on the writer himself as a researcher, presented the plots through story narratives. The plot pattern is chosen, and the researcher repsented the story by writing. The researcher saw where his position was and saw the key turning point of his life. The researcher looked back his memories and chose critical extra events, and found that superfluousness is a good alternative.The key is that the researcher was born in a step family,and he studied himself through this point. The researcher looked back his adulthood and found that the reason which led to the end of intimate relationships between his mother and him is the researcher suffered from the death with cancer of his mother.The researcher retrieved the lost feelings and dialogue through the retrospective memory narrative of his history. The researcher narratived by exposing himself, chose the key memory event as a retrospective writing of the story.The researcher sounded for his own feelings, identified the inner voice of his own. The researcher viewed the hard of his life, understood what happened to him and recognize his past perseverance. The researcher released the struggling of his mind through the narrative process, repaired the broken relationship with his family , returned to the original life position, confirmed the sense of belonging and understood what his true face was and where his locaion was. Lastly,the summary for this research: When encountering bereavement events, the researcher provides the recommendations: Relate the grief of the loss of their beloved one(s),accept that “Lost is just a part of our life.”and leave the grief behind and develop your brand new future. Hopefully ,the researcher provide readers reflection and understanding to life when reading this thesis.