Academic literature on the topic 'Goan Personal narratives'
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Journal articles on the topic "Goan Personal narratives"
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Ramsay, J. Russell. "Postmodern Cognitive Therapy: Cognitions, Narratives, and Personal Meaning-Making." Journal of Cognitive Psychotherapy 12, no. 1 (January 1998): 39–55. http://dx.doi.org/10.1891/0889-8391.12.1.39.
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A hallmark of both cognitive and constructvist-narrative theories of psychotherapy is the prominent role of personal meaning-making. Although there has been much debate between proponents of these theories, the assimilation of these models may signal the movement toward a more integrative model of psychotherapy. Cognitive and constructivist-narrative literatures are reviewed to illustrate points of convergence regarding both meaning-making and methods of change. The fourfold goal of this paper is to: (a) define personal narratives; (b) describe the role of narratives in organizing experience; (c) illustrate the congruence between narrative and cognitive theory; and (d) discuss the future of personal narratives and cognitive therapy.
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Adams-Santos, Dominique. "“Something a bit more personal”: Digital storytelling and intimacy among queer Black women." Sexualities 23, no. 8 (March 4, 2020): 1434–56. http://dx.doi.org/10.1177/1363460720902720.
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Coming-out stories are important cultural texts wherein individuals articulate and interpret experiences of identifying as sexual minorities. Yet, much of the extant literature on coming-out stories examines narratives by white, middle-class gay men and lesbians. Critical inquiry into coming-out stories told by privileged queer subjects points to the formulaic and normative characteristics of their narratives, where sexual difference is downplayed or challenged. The goal of this article, then, is to ask whether and how coming-out narratives told by queer Black women conform to or depart from the “coming-out formula story.” Using an intersectional approach to narrative analysis, this article investigates the performative and discursive strategies that 50 women use in telling their coming-out stories on YouTube. Findings show that queer Black women’s use of intimate candor—the performative and discursive strategy of publicly revealing interior, often sexually explicit, aspects of the self—is a means through which women center desire and queerness; articulate a vision of queer Black womanhood; and complicate the coming-out formula.
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Thorsten Meyer, Cornelia Weiss2, and Farooq Azam Rathore. "Goal Setting in Medical Rehabilitation: A Narrative Review." Journal of the Pakistan Medical Association 73, no. 9 (August 15, 2023): 1923–25. http://dx.doi.org/10.47391/jpma.23-68.
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Goal setting is an integral part of rehabilitation and the rehabilitation process. The aim of rehabilitation is to optimize functioning. Therefore, rehabilitation professionals and patients together have to determine mutually which aspects of functioning they should aim at. From a clinical view, a formal procedure for setting goals should help to motivate patients, ensure cooperation of rehabilitation team members, help to identify relevant blind spots and provide a system to monitor patient changes. Applying goal setting in rehabilitation represents a purpose in its own right, as it serves to strengthen the autonomy of patients and is a valuable tool to integrate personal motives, attitudes, meanings into the rehabilitation process. There is evidence that the introduction of goal setting into rehabilitation practice could enhance health-related quality of life and emotional states, especially self-efficacy. Mixed results have been reported regarding the patient motivation as well as activities and participation outcomes. Keywords: rehabilitation, patient care planning, care goals, patient-centred care, personal autonomy, shared decisionmaking, multidisciplinary care teams
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Ismail, Duha Abd Al-Rahman, and Israa Burhanuddin Abdurrahman. "A Linguistic Analysis of an Inspirational Autobiographical Success Story of Technology." JOURNAL OF LANGUAGE STUDIES 8, no. 6 (June 30, 2024): 248–63. http://dx.doi.org/10.25130/lang.8.6.15.
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Inspirational autobiographical success stories of technology refer to personal narratives that typically involve individuals who overcame challenges to achieve significant accomplishments in the tech industry. These narratives often highlight personal growth, resilience, and the impact of innovation on their lives, serving as sources of inspiration and motivation for others who may be facing similar obstacles. However, there are many implicit linguistic strategies used in such stories to inspire the readers. The study aims to delve into verb choices, attitudes, and narrative processes within the story, seeking to unveil underlying structures, patterns, and characteristics in each category. Accordingly, it is hypothesized that attitude and transitivity can be investigated in the light of the Labovian structure, and that positive attitude and emotional verb process are the most prevailing in this story. This paper adopts a mixed approach, blending qualitative and quantitative methods by adopting three models of analysis. Drawing upon the narrative analysis model by Labov and Waletzkys (1997), this paper explores the overarching structure of the technology story "love and lose" (2020) by Steve Jobs, including key components such as abstract, orientation, complicating action, evaluation, and resolution. In addition to narrative analysis, this paper incorporates the appraisal theory developed by Martin and White (2005), which focuses on the linguistic choices used to express attitudes, emotions, and evaluations within the narrative. Furthermore, Halliday's transitivity theory (2004) is utilized to explore the linguistic representation by analyzing the transitivity patterns, such as material, mental, and relational processes. The story unfolds as a captivating, authentic narrative with a well-balanced structure, presenting nuanced attitudes that underscore the transformative power in combating technology. The analysis emphasizes a positive and proactive stance, contributing to the overarching goal of inspiring hope and fostering understanding.
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Sala, Arianna, and Manuel Luis De la Mata Benítez. "The narrative construction of Lesbian identity: A study using Bruner's self-indicators." Culture & Psychology 23, no. 1 (July 24, 2016): 108–27. http://dx.doi.org/10.1177/1354067x16650831.
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Starting from a narrative conception of identity, in this paper, we present a description of the process of construction of lesbian identity by applying Bruner's indicators of selfhood. Our main goal is to analyze the personal process of (re)construction of lesbian identity and its connection with socio-cultural context. The autobiographical narratives of eight (8) lesbian women were analyzed and categorized in accordance with a model that describes the construction of homosexual identity in three phases: before Self-definition, Self-definition, and after Self-definition. The analysis conducted allowed us to describe, in an integrated and coherent way, the process that led the participants to a dialogical and personal position in the flow of social discourses about homosexuality they are involved in.
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Borner, Joachim. "Ensayo sobre la realidad socioecológica: No alcanza para todos." Revista de la Academia 26 (December 21, 2018): 46–61. http://dx.doi.org/10.25074/0196318.0.1023.
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The essay starts of with a personal reflection of a senior researcher who has been investigating on global environmental change since the early beginnings of his career. It then moves to an analysis of the present challenges of humanity and the predominant narratives, which seem to steer our actions and hinder us from mitigating climate change and for staying within the planetary boundaries. Also it points out the role of hyperobjects, such as climate change, which are too big to grasp and too abstract to feel or imagine. In the discussion it opens up the imperative of creating new narratives to tackle the above issues, and reflects on the role of storytelling / future narrations to reach this goal of utmost importance for our planet's - for humanity's sake.
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Haimson, Oliver L. "Challenging “Getting Better” Social Media Narratives With Intersectional Transgender Lived Experiences." Social Media + Society 6, no. 1 (January 2020): 205630512090536. http://dx.doi.org/10.1177/2056305120905365.
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A dominant media narrative of “getting better” over time is often projected onto LGBTQ people’s personal life experiences. In this research study, I examine this narrative’s role in transgender people’s emotional well-being throughout transition. A “getting better” narrative was pervasive in my qualitative analysis of 240 Tumblr transition blogs and 20 interviews with bloggers, signaling that it impacted people’s self-concept both as presented on social media and when talking about their experiences. This narrative causes undue emotional harm given contrast between one’s post-transition reality, which may involve distress (despite greater congruence between one’s body and identity), and a dominant cultural expectation of happiness. I argue that an intersectional approach to understanding trans people’s emotional well-being—by considering multiple salient identity facets and life transitions—makes trans lives more livable by complicating the cultural imperative to feel better, and to present a unilaterally positive self-image online, post-transition. Even though trans people on average feel better after gender transition, everyday realities are often in contrast to the dominant narrative’s positioning of gender transition as a process with a single, simple goal of feeling better. Challenging the “getting better” narrative gives trans people the freedom to live and exist in their post-transition identities, whether or not they feel “better.”
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Talen, Mary R., Jeffrey Rosenblatt, Christina Durchholtz, and Geraldine Malana. "Turning the tables: Using resident physicians’ experiences as patients for leveraging patient-centered care." International Journal of Psychiatry in Medicine 53, no. 5-6 (September 25, 2018): 405–14. http://dx.doi.org/10.1177/0091217418802163.
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Training physicians to become person-centered is a primary goal of behavioral health curriculum. We have curriculum on doctor–patient communication skills and patient narratives to help physicians relate to the patient’s experiences. However, there is nothing more effective than actually being the patient that gives providers an “aha” experience of the patient’s perspective. In this article, we will share personal resident physician-patient stories based on their experiences within acute urgent care, chronic disease management, and routine well health care. In each narrative, the physician-patient will describe how their experiences had an impact in three areas: (1) their professional identity, (2) their connection with patients, and (3) their experience of the health-care system and teams. Drawing from the key emotional and cognitive experiences from these stories, we will identify training strategies that can bridge the personal to professional experiences as a way to enhance person-centered care. Our goal is to use the physician’s insider perspective on the patient experience as a means to augment the awareness of professional physician role, team-based care, and navigating the health-care system.
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Gudova, Margarita, Maria Guzikova, Olga Kocheva, and Alberto Cardenas Bucheli. "Foreign Language Classroom: Multilingual and Multimodal Space?" SHS Web of Conferences 50 (2018): 01065. http://dx.doi.org/10.1051/shsconf/20185001065.
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The article is focused on the elaboration of the theory of multiliteracy developed by the New London Group in the mid-1990s, with a special emphasis on multilingualism as a challenge for the teachers of English who need to acquire a new understanding of the rapidly changing learning environment shaped by the multitude of language repertoire performed in the classroom. The modern language communication necessitates a more dynamic way of interpreting and processing the information received through the construction of a personal search trajectory. Multimodal literacy as the goal of modern education requires developing of the ability to actualize meanings through the personal modality and narratives. The new educational context should be equally important and accepted by every participant engaged in the educational process, as well as, if necessary, be supplemented by new modalities. The English teachers’ experience of integrating multiliteracies into their practice is shown through the narrative enquiry approach.
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Snytko, Olena. "Сrisis communications in the information space of wartime Ukraine." Current issues of Ukrainian linguistics: theory and practice, no. 46 (2023): 18–48. http://dx.doi.org/10.17721/apultp.2023.46.18-48.
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The present study explores crisis communications in media space of wartime Ukraine that imply the use of technologies aimed at diagnosing, predicting, and managing crises and, whenever possible, neutralizing their negative consequences. The findings indicate that the identity narrative is the foundation for the ideological matrix of Ukrainian strategic communications during the Russia-Ukraine war. This master narrative outlines the fundamental features and values of the distinctive and unique Ukrainian nation defending its sovereignty and statehood. Not surprisingly, all other pro-Ukrainian narratives draw on this master narrative because the aggressor's primary goal is to destroy the country's nationhood and devalue democratic aspirations and pro-European/ pro-Western orientations of its citizens. Crisis communications practices indicate that wartime texts should be short, with balanced factual and emotional parts and a personal message – "Address the whole people and every one of them!" These communication principles have dominated public speeches, including those of the top diplomatic officials, from the start of the third stage of the war. The crisis faced by Ukrainian society during wartime has brought to the forefront a growing number of specific suggestive texts that support the main strategic narratives and boost the morale of citizens – creolized (multimodal) texts that are disseminated through traditional and new media, social networks, combining different information codes (verbal, visual and musical texts). These texts effectively and positively influence Ukrainian society and simultaneously objectify narratives rich in emotional description. The activation of these forms is the result of tension release through creativity. Traditionally used to exert manipulative influence on individuals, this form may prove effective in crisis communication situations due to its propensity to quickly neutralize the state of uncertainty, which is difficult for the psyche.
Books on the topic "Goan Personal narratives"
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Vaz Ezdani, Yvonne (Editor) Frederick Noronha (Publisher), ed. Songs of the Survivors. 2nd ed. Panjim: Goa 1556, 2007.
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Fernandes, Anthony Veronica. From coconut trees to oil wells: Journeys, links and solidarity between Goa and Kuwait. Saligao, Goa, India: Goa 1556, 2016.
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Managhan, Pat. Nostalgia isn't a goal. London: Adelphi Press, 1991.
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Laar, Willie van der. Europe is my country, America is my goal. Great Neck, N.Y: Todd & Honeywell, 1986.
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Barnz, Billy. The goat hunter: Ho Chi Minh : a Kiwi ruins his war. Christchurch, N.Z: Wilson Scott Publishing, 2004.
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Ziṿah, Golan, Beker Shoshanah, Ḳlainberger Helah, and Ben-Tsevi Tseviyah Katsenelson, eds. Zeh ḥozer elai--: Sipuran shel Ziṿah Golan, Shoshanah Beḳer, Helah Ḳlainberger. [Tel Aviv]: ha-Ḳibuts ha-meʼuḥad, 1989.
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Bainhorn, Śarah. ʻAlim she-ʻalu min ha-efer: Śarah Bainhorn (Ḳlain), bat ha-ʻir Munḳaṭsh, mesaperet li-Yehudit Golan. Bene Beraḳ: Ḥazon, 1999.
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Kahalani, Avigdor. The heights of courage: A tank leader's war on the Golan. [Tel-Aviv]: Steimatzky, 1997.
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Kahalani, Avigdor. The heights of courage: A tank leader's war on the Golan. New York: Praeger, 1992.
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Brune, Peter. A bastard of a place: The Australians in Papua : Kokoda, Milne Bay, Gona, Buna, Sanananda. Crows Nest, N.S.W: Allen & Unwin, 2004.
Find full textBook chapters on the topic "Goan Personal narratives"
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Parrott, Charles. "“The Goat Is on the Roof”: Choosing What To Talk About." In Personal Narrative Performance and Storytelling, 23–36. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003039266-3.
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Bird, Jennifer Lynne, and Eric T. Wanner. "Narratives of Health Coaching." In Using Narrative Writing to Enhance Healing, 73–100. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1931-8.ch003.
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Health coaching, a recent addition to the field of health education, provides a missing link in the healing journeys of patients. Integrative health coaching incorporates vision and values into a person's goal setting process. While health coaches frequently work with healthy people who want to make changes in their lives such as finding time to exercise or getting more sleep, this narrative focuses on a health coach working with the emotional needs of physical therapy patients in a hospital.
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"Reflections of Health Coaching Narratives." In Advances in Medical Diagnosis, Treatment, and Care, 42–64. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9051-5.ch003.
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This narrative focuses on a health coach collaborating with a physical therapist and working with the emotional needs of physical therapy patients, but anyone looking to improve health can use the strategies presented. Integrative health coaching incorporates vision and values into a person's goal-setting process. Health coaches provide resources such as journal writing to assist the healing journeys of patients as well as strategies for healthy people who want to make wellness behavior changes.
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Callard, Agnes. "Transformative Activities." In Becoming Someone New, 147–61. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198823735.003.0009.
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This chapter reads Elena Ferrante’s novel My Brilliant Friend as a narrative of personal transformation through a process of active learning. In transformative activity, not only the onset but the entire process of personal transformation depends on the person’s active involvement in learning what she does, and thereby transforming herself into the person she becomes. The protagonists of Ferrante’s novel illustrate how transformative activity may take place through the aspiration to transcend the subjective confines of one’s present life–– and they do so by competing fiercely against one another. Competition can be an engine of large-scale transformation, because the goal of besting another person can serve as a proximate target for one’s transformative energies.
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Whittenberg, Rodney Luther. "Music, the Arts, and Healing." In Healing Through the Arts for Non-Clinical Practitioners, 1–7. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5981-8.ch001.
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The goal of this chapter is to demonstrate the ability to create opportunities to use the arts to heal. The author has included three narratives, both his personal story as a professional artist, a non-clinical practitioner, and those of his students. These narratives illustrate the effect of the arts on individuals dealing with trauma and poverty. Time and time again, as indicated in these narratives, the arts can be called on to provide respite and relief from fear, anxiety, and hurting. The arts are a touchstone that can be revisited throughout a lifespan regardless of age or stage or even circumstance.
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Black, Nancye Blair. "From Student to Author." In Cases on Instructional Technology in Gifted and Talented Education, 195–220. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6489-0.ch009.
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Students develop and compose a long narrative story each November in a challenge called the National Novel Writing Month Young Writers Program (NaNoWriMo YWP). In Fall 2011, 16 gifted fourth and fifth graders participated through their twice-weekly pull-out gifted programming. Through use of a three-phase program implementation, NaNoWriMo YWP resources and online community, dynamic technology tools, and extended blocks of uninterrupted writing time, these students engaged in advanced writing instruction and practices in order to meet/surpass a personal narrative writing goal. Each of the participating gifted students met the school's learning objectives by identifying and applying advanced writing skills and improving knowledge and application of a personal goal-setting process. This chapter outlines the program's alignment with best practices in gifted education, the program implementation's educational goals/objectives, the specific strategies and practices used in implementing the program, the outcomes to student learning, and recommendations for gifted educators.
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Crisafi, Nicolò. "Alternative Endings and Parallel Lives." In Dante's Masterplot and Alternative Narratives in the Commedia, 83–115. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780192857675.003.0003.
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Chapter 2 discusses the detours from and parallels to the Commedia’s main storyline. These take the shape of counterfactual, ‘disnarrated’ narratives—events that could have happened but did not—and parallel episodes where two characters in a similar situation took different decisions with often antithetical outcomes. The chapter draws on a range of comparative readings, from novels by Marcel Proust and Ben Lerner to poems by Virgil, Robert Frost, and T. S. Eliot, in order to identify what is distinctive about Dante’s use of imaginative alternatives, and to reflect on why such alternatives, considered literary clichés by Proust, are often overlooked by Dante scholars. This narrative strategy has three functions in the Commedia. First, alternative scenarios counterbalance the determinism that is inevitable in retrospective storytelling with the existential perspective of the living, endowed with free will and faced with choices whose consequences and significance are unknown in life. Secondly, alternative scenarios give expression to the personal affections that are trampled underfoot by the grand march of history and the poem’s goal-oriented plot, offering a second chance to dwell in this affective space before the poem presses on. Lastly, alternatives grant the poet creative freedom from the deterministic demands of historical truth and moral normativity, allowing him to stray from them imaginatively without straying from them de facto. The chapter ends by comparing detours and parallel episodes with the many ‘secrets’ revealed to Dante in the Commedia, the fiction of which offers its author a comparable narrative freedom.
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Cotera, María Eugenia. "El Museo del Norte." In The Latina/o Midwest Reader. University of Illinois Press, 2017. http://dx.doi.org/10.5622/illinois/9780252041211.003.0013.
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This essay offers an overview of the El Museo del Norte, a community/university partnership with the goal of establishing a “museum without walls” in Detroit, Michigan. The essay provides some background on the genesis and development of the museum project, as well as it’s scholarly, pedagogical and community goals. Beyond offering a narrative of the project, the essay also engages with some of the conceptual, methodological, and personal questions that shape such public humanities initiatives. As such, it offers a meditation on the challenges and productive tensions that arise when our scholarship and teaching engages with modes of knowledge production that exceed the boundaries of the classroom or the library.
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Yan, Chen, and Stéphane Natkin. "Adaptive Multiplayer Ubiquitous Games." In Transdisciplinary Advancements in Cognitive Mechanisms and Human Information Processing, 177–200. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-553-7.ch010.
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One of the goals of ubiquitous computing technologies is to provide an adaptable and personal content at any time and in any context. As a consequence a user-centered design is required. The goal of this research is to develop new gameplays and new narration principles for Multiplayer Ubiquitous Game. We aim to formalize a narrative mechanism to generate events which can stimulate the user’s physical actions with the real world, and social communications with other players. Based on the analysis of the relationship between the real world and the virtual world, a narration adaptive to the user’s profile is proposed. A prototype using these principles has been developed using off the shell services available on location-based mobile phones.
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Velliaris, Donna M. "Across the Four Domains." In Study Abroad Contexts for Enhanced Foreign Language Learning, 120–50. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3814-1.ch006.
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In many Asian countries, tertiary education remains a much desired but seemingly unattainable goal for high school graduates, due to rigorous unified national examinations. With that in mind, international students invest millions of dollars annually attempting to enter Australian higher education (HE). Students arrive with high expectations, but in the early stages of their study abroad experience, they face a range of transitional difficulties centered around ‘academic English'. An author-developed semi-structured questionnaire included the open-ended question: In your own words, how would you describe your English language ability in terms of (1) listening, (2) speaking, (3) reading, and (4) writing? The data set collected the ‘voice' of 209 pathway students attending the Eynesbury Institute of Business and Technology (EIBT). Their self-reported narratives share personal perceptions of their own English language proficiency across the four domains largely within the context of their enrolment at the institute.
Conference papers on the topic "Goan Personal narratives"
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Fijat, Igor, Neda Milić Keresteš, and Bojan Banjanin. "Defining cost-effective workflow for a photorealistic 3D character based on a real person using a metahuman framework." In 11th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design, 2022. http://dx.doi.org/10.24867/grid-2022-p31.
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The average estimated time for creating a realistic human-like 3D game character using traditional workflow is approximately one hundred hours. Creating corresponding facial animations for the persuasive narrative of 3D characters is even more time-consuming. The manuscript explores the possibilities of creating a personalized digital character according to an actual person within the newlydeveloped technology. The goal of the work involves defining guidelines for the workflow of generating a personalized three-dimensional character based on a real person in the MetaHuman framework. The given detailed insight into the state-of-the-art methodology for creating game characters ensures understanding and reproducibility within a timeframe that is ten times shorter compared to the standard 3D character design workflow.
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Greet, Langie, Sofie Craps, and Lynn Van den Broeck. "Students’ perceptions of a major engineering curriculum reform." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1382.
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As the demands of industry are evolving and new generations of students are entering universities, many engineering faculties invest time in curriculum reforms based on inspirational innovations, underpinned by engineering education research. The Faculty of Engineering Technology (FET) of KU Leuven had an additional argument to implement a huge programme reform: this faculty, hosting more than 6000 students spread across seven campuses in Flanders (Belgium), was an amalgam of different traditions and visions. Their merger into one faculty in 2013 aimed to optimize the organisation of research, education and community service. The goal of the programme reform in 2020-2021 was fourteenfold: enhancing our typical profile of (1) hands-on engineering in (2) strong interaction with the labour market and setting up (3) a technology hub with more attention to (4) multidisciplinarity, (5) professional competencies, (6) personal development & support, (7) lifelong learning and (8) challenges including (9) complex problem solving. The reform also aims to increase the (10) attractiveness and (11) social relevance of the programmes. By strengthening the internal coherence in the faculty, we can exploit the (12) multicampus narrative to offer students more choices and develop their (13) future disciplinary self, supported by (14) choice guidance. This paper describes how the curriculum was adapted in order to achieve these goals and presents the results of perception measurements organised among freshmen who followed the old programme in 2019-2020 and freshmen registered in the new programme in 2020-2021. Of foremost importance is the increased feeling that the professional competencies are essential for an engineer.
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Schillaci, Domenico, Salvatore Di Dio, Mauro Filippi, and Francesco Massa. "Gamification or Game Design? A case study in the field of sustainable commuting." In 8th International Conference on Human Interaction and Emerging Technologies. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002741.
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In the last few years, the debate among designers and sustainability experts has brought attention to many different behavioural change approaches and techniques and particularly on “gamification” processes able to better motivate and engage students or even nudge people (consumers) to more environmentally and socially responsible habits (Mousumi, 2021).But since 2011, most of the contradictions about “gamifying” boring or unpleasant experiences have been loudly shared by game designers and thinkers worldwide (Bogost, 2014). It seems that the goal of changing people’s unsustainable behaviours can be achieved by designing brand new sustainable experiences instead of gamifying the unsustainable ones (Yusoff and Kamsin, 2015).This change of perspective represents the foundation of applied games, and it has been deeply studied during the applied research MUV2020 (723521 – muv2020.eu), led by the PUSH design laboratory within the Horizon2020 framework in the field of sustainable urban mobility (Di Dio et al., 2020).From June 2017 to August 2018, the research consortium has run extensive user research across Europe and developed a mobile app game based on the main gain mechanic of recording personal urban travels and a game narrative of sport.From September 2018 to February 2020, the consortium had run several tests in more than 20 cities to study the value of different interactions in terms of engagement and sustainability impact.After the COVID-19 outbreak, further experiments have been carried out by the research project spin-off’s MUV Benefit Corporation (muvgame.com). Thanks to more than 16.000 downloads, 500.000 kilometres recorded, and the CO2 reduction algorithm (validated in April 2020 according to ISO 14064-2), this contribution shows how various game dynamics nudged, with a different rate of efficacy, MUV’s players commuting behaviours.This contribution will extensively deepen applied and persuasive games, MUV App user research and game design, actual field data analysis on engagement rate and sustainable impacts.
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Graskemper, Michael David. "A BRIDGE TO INTERRELIGIOUS COOPERATION: THE GÜLENJESUIT EDUCATIONAL NEXUS." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/aeaf6717.
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The Gülen movement’s educational mission is, at its core and in its praxis, remarkably simi- lar to the centuries-old Jesuit educational tradition. It can be argued that both educational movements are united in a shared mission today –a deep concern for the spiritual freedom of the individual and a commitment to the betterment of the world. Both movements seek to instil values such as honesty, dedication, compassion and tolerance. To achieve this goal, students are offered a narrative of the past as a foundation on which to build an understanding of the modern world. Furthermore, they are educated holistically – in ethics and social justice as well as the sciences – what Gülen calls a ‘marriage of mind and heart’. This paper focuses on four shared values of education: commitment, responsibility, virtue and service. Within this framework, themes found in the Gülen educational movement, such as the Golden Generation and the concept of hizmet, are compared to similar Jesuit notions such as A.M.D.G., cura personalis, and ‘Men and Women for Others’. Differences and nu- ances are also addressed in the paper. The discussion aims to highlight the importance of values-oriented education in the modern world. The Gülen–Jesuit educational nexus is one positive bridge to inter-religious understanding and, importantly, collaborative action. The educational endeavors associated with the Turkish-Muslim Gülen movement have popu- larized, possibly more than any other facet of the group, Fethullah Gülen’s mission to prom- ulgate and cultivate an individually transformative Islam in the modern world. As the teach- ers and business partners of the Gülen movement continue to work to form conscientious, open-minded and just students in different cultures across the world, they will continue to be challenged and influenced by a myriad of different perspectives, religions, and socio-political groups; and, in turn, they will succeed in positively influencing those same cultures, as they have in many cases already. Of the many groups with which the Gülen movement has inter- acted in its ever-expanding intercultural milieu, this paper will focus on one: the educational charge of a Roman Catholic religious order called the Society of Jesus, a group more com- monly known as the Jesuits. This paper shows that the educational mission of the Gülen movement is, at its core, remark- ably similar to the mission of the centuries-old Jesuit Catholic educational tradition. In fact, it can be argued that the Gülen and Jesuit educational missions are, in theory and in praxis, united in a shared mission today; one that is rooted in a deep concern for the spiritual free- dom of the individual and dedicated to the betterment of the world. In analyzing this shared mission, this paper aims to discuss the importance of values-oriented education; particularly by addressing how the Gülen-Jesuit educational nexus can act as one positive bridge to inter- religious understanding and, importantly, cooperation and action in our transitioning world. In order to achieve this end, this paper begins with a short analysis of each movement’s back- ground with regard to education. Afterwards, the each movement’s notion of religious educa- tion is discussed. Finally, the focus turns to the mission themes the educational movements have in common. While there is a plethora of shared mission traits from which one could choose, for practical purposes this paper uses as its foundation for comparison four themes distilled by William J. Byron, S.J., from a mission statement from Georgetown University, the Jesuit university in Washington, D.C., which reads: Georgetown seeks to be a place where understanding is joined to commitment; where the search for truth is informed by a sense of responsibility for the life of society; where academic excellence in teaching...is joined with the cultivation of virtue; and where a community is formed which sustains men and women in their education and their conviction that life is only lived well when it is lived generously in the service of others (Byron 1997, 653). The first of these themes is a commitment to the understanding that God works in the world through people. The second is a responsibility to raise individual students to act justly in and for the world. The third is virtue, with the understanding that the way to achieve the mission of these schools is through educating students to be morally upright. Finally, the fourth theme is the need to be actively engaged in service to make the world a more peaceful, tolerant and just place to live. Commitment, responsibility, virtue, and service are, significantly, foundational for not only Jesuit schools, but Gülen schools as well.
Reports on the topic "Goan Personal narratives"
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Weissinger, Rebecca, Mary Moran, Steve Monroe, and Helen Thomas. Springs and seeps monitoring protocol for park units in the Northern Colorado Plateau Network, Version 1.1. National Park Service, June 2023. http://dx.doi.org/10.36967/2299467.
Full textAbstract:
Because of the scarcity of water on the Colorado Plateau and the disproportionately high use by flora and fauna, springs and seeps were quickly identified as an ecosystem of concern for the NCPN. Following the determination of network-wide vital signs, parks were asked to select their top priorities for monitoring. Four parks have implemented springs and seeps monitoring: Arches and Canyonlands national parks, and Hovenweep and Natural Bridges national monuments. This monitoring protocol consists of a protocol narrative and 11 standard operating procedures (SOPs) for monitoring springs, seeps, and hanging gardens (aka “springs”) in NCPN parks. The overall goal of the NCPN springs monitoring program is to determine long-term trends in hydrologic and vegetation properties in the context of changes in other ecological drivers, stressors, and processes. Specific objectives include describing the status and trends of water quantity (flow or stage as applicable), water quality (pH, specific conductance, temperature), and vegetation (endemic plant populations in hanging gardens, and vegetation species and cover). This protocol narrative describes the justification, sampling design, and field methods for NCPN springs monitoring. Details may be found in the SOPs, which are listed in Chapter 1 and available at irma.nps.gov. Other aspects of the protocol summarized in the narrative include procedures for data management, analysis, and reporting; personnel and operating requirements; and instructions for how to revise the protocol.
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McKinnon, Mark B., and Daniel Madrzykowski. Four Firefighters Burned in Residential House Fire - Georgia. UL's Fire Safety Research Institute, June 2022. http://dx.doi.org/10.54206/102376/gekk4148.
Full textAbstract:
On September 3, 2018, two career Fire Lieutenants and two career Firefighters suffered burn injuries as a result of a residential structure fire. On September 10, 2018, personnel representing several other fire departments in the area, including a member of the Fire Safety Research Institute (FSRI) Advisory Board visited the fire scene to document the incident and collect material samples from the structure. The narrative and analysis presented in this report rely on the photographs and evidence collected on September 10, 2018, dispatch transcript [5] and videos recorded at the time of the incident, and interviews conducted by a local investigator between September 3, 2018 and September 7, 2018 with fire service personnel involved in the incident and the resident of the structure [6]. The LaGrange Fire Department invited FSRI to study this incident as part of FSRI’s Near-Miss Project which is supported by a DHS/FEMA Assistance to Firefighters Grant. The goal of this project is to enhance the safety and situational awareness of the fire service by applying fire dynamics research results to near-miss or line of duty injury fire incidents. By identifying factors that contributed to the incident, perhaps future incidents may be prevented. FSRI’s analysis of this incident will apply research results and utilize fire research tools, such as computer fire models, to examine key fire phenomena and tactical outcomes. This report will explain the incident, what occurred, why it occurred, and what can be done differently in the future to result in a more favorable outcome