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Jack, Kirsten Fiona. "Emotional Nurse Being: A Heideggerian Hermeneutical Analysis." Thesis, Manchester Metropolitan University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558166.
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Aim The work seeks to explore the emotions felt by pre registration nursing students during their programme of study. How nursing students identify and manage their emotions and the effect this has on their lives will be analysed, and suggestions offered on how the findings can influence educational practices. Background Emotion work is an important aspect of nursing practice although one which may be overlooked during educational preparation. It is essential to support nursing students in a meaningful way to ensure that they can maintain a sense of self whilst managing the emotional challenges faced. This is important for the sake of their own and the patients well being. Approach Data was uncovered using the thoughts and feelings taken from fifteen unstructured interviews involving a sample of pre registration nursing students at a UK University. An exploratory approach underpinned by Heideggerian hermeneutic phenomenology has been taken. Written in first person, the work takes a reflexive stance and uses the researcher’s own stories and thoughts alongside the work of other authors and the data, to fully co-constitute the text. In this way a different understanding of the issues surrounding emotional nurse being is uncovered. Findings The findings revealed emotional nurse being as a multi faceted phenomenon with three main constituents. These relate to authenticity, being professional and coping. Emotional nurse being was found to be characterised by anxiety, frustration, anger and sadness. At times nursing students struggled to cope with their emotions and felt they did not get the necessary support. In some cases they felt isolated and one student left the programme. Their ability to cope related to feelings of vulnerability, past coping mechanisms and the amount of external support offered to them from practice and University staff. The findings suggest that further ways are required to support the emotional needs of nursing students. Conclusion The work adds to the growing body of knowledge on emotion work amongst nursing students. The term emotional nurse being is used to identify the phenomenon and provide a way of thinking about this important aspect of nursing work. Creative ways in which educators can provide mutual support and sharing with students is offered. In this way nursing students can retain a sense of who they are, and grow emotionally through their work which will ultimately become more meaningful both to themselves and those for whom they care.
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Sutter, Mary Alanna Adkins Amee. "The promise of restorative justice a hermeneutical analysis /." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087876.
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Thesis (Ph. D.)--Illinois State University, 2003.Title from title page screen, viewed October 19, 2005. Dissertation Committee: Amee Adkins (chair), Albert T. Azinger, W. Paul Vogt, Robert Nielsen, Loyd Edward Wells. Includes bibliographical references (leaves 206-219) and abstract. Also available in print.
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Meek, Mary Elaine. "The lived experience of pregnancy for the adolescent : Heideggerian hermeneutical analysis." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/902479.
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American adolescents are no more sexually active than adolescents in other Western nations. Each year more than one million American teenagers become pregnant, which gives the United States the dubious distinction of leading the industrialized world in the highest rates of teenage pregnancy. With the number of adolescent pregnancies increasing yearly, the cost of healthcare has become a major concern for healthcare providers. Because the teen's viewpoint is different from that of an adult, this research study focused upon the issue of teen pregnancy through the eyes of the pregnant adolescent.Heideggerian phenomenology was used as the research methodology to acquire information regarding the lived experience of pregnancy for the single adolescent, with Heideggerdian hermeneutics used in the interpretation of interviews. A purposive sample of five single primipara adolescents living in a teen home, in a large metropolitan area of a Midwestern state was utilized. Each interview was given a number in order to protect the confidentially of the participant. Interviews were audio taped and were transcribed by the researcher. The audio tapes were destroyed at the end of the study. The data obtained were studied by the researcher and others familiar with Heideggerian hermeneutics. The data were analyzed according to the seven step method described by Diekelmann, Allen and Tanner (1989). The findings identified an overall constitutive pattern along with four common themes.The overall constitutive pattern which emerged was "Pregnancy as a diverse human experience." Along with the constitutive pattern identified were four other common themes: (a) Body image changes as being within oneself; (b) Being marked as a pregnant teenager; (c) Pregnancy as loss; and (d) Pregnancy as connectedness. Both the constitutive pattern and the common themes were validated by the adolescent interviewed. The conclusions of this study showed that teens were aware of the methods of contraception and pregnancy but were unaware of the impact pregnancy would have on the teen's being in the world.School of Nursing
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Pons, Jolita. "A hermeneutical analysis of biblical quotations in Søren Kierkegaard's pseudonymous works." Thesis, University of Cambridge, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.620326.
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Inaba, D. Trevor, and University of Lethbridge Faculty of Education. "Understanding the counsellor's process of working through shadow : a phenomenological-hermeneutical investigation." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2006, 2006. http://hdl.handle.net/10133/545.
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A phenomenological-hermeneutic method of study was used to understand the counsellor’s process of working through shadow. After analysis, 16 themes were derived, of which 13 themes depicted the counsellor’s process of working through shadow, and three themes depicted the implications of shadow work on the counselling process. The first 13 themes chronologically demonstrate the process of shadow work from the beginning birth of shadow to the eventual incorporation of shadow into a person’s beingness. The last three themes illustrate the implications of shadow work on the counselling process, specifically addressing aspects of client empowerment, therapeutic alliance, and countertransference.ix, 278 leaves ; 29 cm.
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Fouquier, Katherine Ferrell. "Invisible Motherhood: A Heideggerain Hermeneutical Analysis of Motherhood among Three Generations of African American Women." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/nursing_diss/20.
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The mothering role of African American women has largely been ignored in the literature. Contemporary research on the construct of becoming a mother has focused on upper middle class, White women who are partnered. When African American women are included in research, they are often poor, single, teenage mothers and their experiences have not been described within the context of the African American worldview. Hermeneutic phenomenology from an afrocentric feminist perspective is the methodological approach used in this study to provide insight, analysis, and understanding of the experiences of three generations of African American women in the transition to motherhood. A purposeful sampling of eighteen women from three generations was used to identify information-rich cases that would provide an in-depth understanding of the phenomenon. Generation one included seven women, between the ages of 65-83, who became mothers between 1950-1970, prior to the Civil Rights Movement. Generation two included five women, between the ages 51-58, who became mothers between 1971-1990, after the Civil Rights Movement, and there were six women in generation three, between the ages of 30-42, who became mothers between 1991-2003. All of the women in this study described themselves as middle-class; four women were single when they became pregnant with their first child, and education ranged from high school to master’s degree. Three constitutive patterns and their associated themes were identified. The first pattern, It Took Me a Minute, had three themes, Finding Out, Realizing What Mothers Do and Way Tricked! The second pattern, Preserving Our Home had four themes, Mothering Within the –isms: racism, classism and sexism, I Did the Best I Could, Mothers and Others, and Spiritual Mothers. Eat the Meat; Throw Away the Bone, the third pattern had two themes, The Ways in Which We Learn and Someone Who Looks like Me. The results of this study reveal some consistency with current descriptions of maternal identity and maternal role attainment and add to our understanding of the complexities that racism, classism and gender play in the lives of African American mothers and their families. The data from this study also suggests that future development of theoretical frameworks and analytical tools, used to assess the effects of stress and other psychosocial factors on health, need to be grounded in an historic understanding of the African American experience and of the African influence on family and cultural knowledge. Additionally, this study demonstrated the impact that the media, both professional and mass media outlets, has in defining and perpetuating our beliefs and feelings of the ‘good mother/bad mother’ dualism. The description of motherhood for this group of African American women illustrates that motherhood is a source of power and provides significant meaning, satisfaction and respect within the family and the larger community. It also highlighted the communal role that “othermothers” and spiritual mothers have in facilitating the transition to motherhood and providing strong social support.
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Bland, Jeannette Camille. "Kabbalistic and depth psychological motifs in Lecha Dodi| A hermeneutical analysis of a Jewish poem." Thesis, Pacifica Graduate Institute, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3628547.
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Poetry is a creative instrument of inquiry and revelation expressed through images, sounds, and metaphors. In this dissertation, I argue that Solomon Alkabez's poem "Lecha Dodi" (Come, My Beloved) demonstrates this hypothesis. The poem's mythological story connects with people of diverse Jewish movements in many lands, inviting their participation and varied expressions. While singing the poem keeps historic traditions alive, the song itself inspires communities to express the poem's beauty in ever-changing ways. The poem's mythos embraces the following concepts that are explored in this work: Adam Kadmon, Shekhinah, and Tikkun ha-Olam. Its logos, which follow structured grammatical forms, and archetypal mythos are examined in this study.
Drawing on insights from C. G. Jung, wisdoms revealed in Kabbalistic text and inherent within Hebrew terminology, this paper examines sacred time, ceremonial space, and Kabbalistic motifs in Lecha Dodi. Further, it addresses the question: "What Kabbalistic motifs in Lecha Dodi parallel those found in depth psychology?" For in this work, I argue that the process of individuation, imagery, and alchemical symbolism in Jung's writings find common ground in the mystical landscape of Kabbalah, as this poem illustrates.
Rediscovering the poem's motifs may shed light on, and contribute to, reconstructing the balance, harmony, and healing requested in our frenzied world today. In the process, according to Kabbalah's alchemical nature, one's foothold in the mundane world may scatter and shatter one's self through transitional experiences of disrepair and chaotic disarray. These aspects of Kabbalah are reflected in Jung's writings on shadow, descent, and death. Meanwhile, codes embedded in the poem identify pathways on Kabbalah's Etz Hayim (Tree of Life). In turn, the psyche may travel these pathways during such shadow periods, or times necessary to repair and individuate itself. In this way, the poem's Kabbalistic motifs share motifs that are common to depth psychology and mysticism. This dissertation seeks to imagine Lecha Dodi's essence forward for future generations. It includes the author's original musical composition, a production designed to express the beauty of this mystical poem.
Keywords: Adam Kadmon, Alkabez, Etz Hayim, individuation, Jung, Kabbalah, Lecha Dodi, Luria, Shabbat, Shekhinah, soul, Tikkun ha-Olam
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Choi, Andrew Young. "A report and analysis of equipping Korean lay leaders in the use of hermeneutical principles." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
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Damsell, Wilfred Ernest. "The hermeneutical nexus of an undenominational Bible school : an application of philosophical hermeneutics and the literary analysis of Paul Ricoeur to the Carroll model for congregational studies." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50153.
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Thesis (DTh)--Stellenbosch Univesity, 2004ENGLISH ABSTRACT: The hermeneutical nexus and an undenominational Bible School. This dissertation arose out of reflections on the Carroll Handbook Jor Congregational Studies and inter alia seeks to give a philosophical base to that work. Noting the frequent references to hermeneutical principles, the researcher found that one of them were dealt with adequately in considering congregations as carriers of faith. There being no difference in principle between a congregation and a Bible School, the dissertation deals with both. It was apparent that there is a nexus (a binding together) of hermeneutical principles and processes in such an institution that forms the thick discourse in these carriers of faith. Having been associated with a Bible School for a quarter of a century, the researcher was aware that such institutions, like congregations were badly in need of a metacritical approach in order to meet changing conditions and new challenges. This dissertation attempts as a starting point to have a better understanding of the identity of the institution. The Bible School, as an historical reality, has had and still has a vast influence particularly in the Third World. This was exemplified by the growth and flowering of so-called Bible School Movement which is described and which revealed hermeneutical principles and processes which were essentially describing its identity in broad terms. Some of these processes are critiqued. In an attempt to find a central focus for a Bible School, the researcher found that subject to the main purpose of the church (the increase among men of the love of god and one's neighbour according to H Richard Niebuhr) there are in fact so many foci among Bible Schools that he could only conclude that God uses the gifts He gives to His Church in different ways and different circumstances as He wills. It was then found necessary to examine the application of hermeneutics to an institution seeing that metacriticism is a hermeneutical exercise and Carroll used many terms implying hermeneutics. For this purpose foundations were sought in Schleiermacher, Dilthey, Gadamer and especially Paul Ricoeur. Hermeneutics changed fundamentally over the period covered by these scholars, from a psychological to a literary base. The researcher found it necessary to draw from both the psychological and the literary approaches. He seeks to make a synthesis between Carroll (and Hopewell who initiated Carroll's work) and Ricoeur because the most fundamental methodology of both require a narrative form, a text. Regrettably Carroll was unable to give any philosophical base to his main point of "sum it up in story' which meant that the life of the congregation over a selected period of time was to be reduced to a narrative. This has been called the thick discourse of the congregation. The philosophical hermeneutics of Ricoeur, however, gives an advanced literary analysis and the researcher extrapolates and applies this to institutions to make a synthesis with Carroll's institutional insights. A key element in Ricoeur's hermeneutics is that discourse is the event of language and is understood as meaning. In the synthesis attempted this thick discourse of the institution is expounded as a kind of locutionary act, i.e. a speech act. The thick discourse of the institution is multi-faceted covering language, culture, time, space and matter, which are the events of discourse understood as meaning. The Carroll model requires that the congregational story be reduced to narrative form, i.e. a text. It follows that the Ricoeurean concepts of distanciation and appropriation as applied to institutions take effect and these ultimately involves the congregation in an enlarged selfunderstanding. In the appropriation of the text to which the congregational discourse is reduced, a new world-view emerges, a different self-identity is discovered. This, the -- researcher suggests, requires a postlocutionary act so that from being-in-the-world the institution becomes something new. Becoming (one of Carroll's main concepts) requires reimaging and re-imaging requires metacriticism. For this focus and boundaries are required as an institution is an open system. In the end a complementary relationship between Carroll and Ricoeur is advocated as part of a thick discourse in this preliminary study of institutional hermeneutics.
AFRIKAANSE OPSOMMING: Hierdie navorsing het ontstaan uit nadenke oor Carroll se Handbook for Congregational Studies as 'n moontlike prakties-teologiese basis vir 'n ondersoek na die identiteit van instellings soos Bybelskole. In Carroll word herhaaldelik verwys na hermeneutiese faktore soos gemeentes as draers van die geloof. Hierdie dissertasie wil beweer dat daar in beginsel geen verskil is tussen sulke instellings en gemeentes nie: albei is draers van die geloof. Dit was gou duidelik dat daar 'n nexus ('n saamgehegtheid) van hermeneutiese beginsels en prosesse is wat binne so 'n instelling funksioneer as 'n "thick discourse" daarvan. Die navorser was betrokke by 'n Bybelskool vir meer as 'n kwarteeu en het deeglik besef dat sulke instellings, net soos gemeentes, 'n dringende behoefte het aan 'n metakritiese benadering, veral in tye van snelle veranderinge. Hierdie dissertasie wil help om langs hierdie hermeneutiese weg 'n beter be_car-;f' verstaan te kry van die identiteit en prosesse wat instellings het. Bybelskole het gehad, en het nog steeds 'n groot invloed in die geloofswereld, veral in Derde Wereld opset. Die groei en bloei van die Bybelskool Beweging word beskrywe, veral in terme van die hermeneutiese beginsels en prosesse wat die identiteit manifesteer. Sommige van hierdie prosesse word krities beskrywe. Verder probeer die navorsing om 'n sentrale fokus van 'n Bybelskool te vind, maar het bevind dat die doelstellende fokus van 'n kerk, soos deur H Richard Niebuhr uitgebeeld, lei tot 'n uiteenlopende diversiteit van foci. Dus het hy hom berus by sy bevinding dat God gawes aan sy Kerk gee en dit benut soos Hy wil. Die navorsing vra dan hoe hermeneutiese beginsels, veral die van metakritiek, toegepas kan word op die hermeneutiese benadering van Carroll. Hierin moes teruggevra word na die heremeneutiese ontwikkeling vanaf Schleiermacher na Dilthey, Gadamer en veral Ricoeur. In hierdie ontwikkeling verskuif die basis van die hermeneutiek vanaf 'n psigologiese na 'n literere. Die navorsing probeer dan 'n sintese maak tussen Carroll (en sy voorganger Hopewell) en Ricoeur op grond van hulle gemeenskaplike metodologie gebou op 'n narratiewe benadering. Ongelukkig is gevind dat Carroll nie 'n goeie filosofiese basis aan sy kemgedagte gee nie, naamlik om die gemeente "op te som as verhaal" nie. Dit beteken dat die bestaan van 'n gemeente oor 'n bepaalde periode gereduseer word tot die blote verhaal daarvan, of die "thick description" daarvan. Ricoeur help die navorsing om 'n tree verder te gee met sy literere-analise. Dit het die navorser gehelp om dit te ekstrapoleer en so toe te pas dat 'n sintese met Carroll moontlik word. 'n Sleutelbegrip in Ricoeur se hermeneutiek is dat diskoers 'n taalgebeure is wat betekenisdraend is. In genoernde sintese word die "thick discourse" van 'n instelling 'n soort lokusionere handeling (of 'n sogenaamde "speech act"). Hierdie diskoers van 'n instelling het 'n veelheid fasette soos taal, kultuur, tyd, ruimte, ens - wat intrinsiek is aan genoemde gebeure of diskoers wat betekenisdraend is. Deur die gebruik van Ricoeur se konsepte van distansiasie en appropriasie en dan toegepas op instellings word die selfverstaan van 'n instelling verruim. Daardeur word nuwe lewenswerelde en selfverstaan ontdek. Die navorsing beklemtoon dat 'n soort postlokusionere handeling nodig is om tot iets nuut in 'n veranderende wereld te geraak. Dit weer veronderstel 'n soort van her-verbeelding ("reimaging") in 'n metakritiese benadering. Daarin is egter grense nodig waarbinne 'n instelling as 'n nuwe oop sisteem kan funksioneer. Aan die einde word dus 'n komplementere verhouding tussen Carroll en Ricoeur voorgestel as deel van genoemde "thick discourse" as die basis van hierdie voorlopige navorsing oor institutionele hermeneutiek.
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Jacobs, Anthea Hydi Maxine. "A critical-hermeneutical inquiry of institutional culture in higher education." Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71702.
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Thesis (PhD)--Stellenbosch University, 2012.Includes bibliography
ENGLISH ABSTRACT: This dissertation is a conceptual analysis of “institutional culture” in higher education, especially because the concept has become a buzzword in higher education discourse in South Africa. The aim is to develop an understanding of the concept, and more specifically, to explore how institutional culture is organised, constructed and articulated in the institutional documents of Stellenbosch University (SU) and the University of the Western Cape (UWC). These analyses are preceded by an analysis of higher education policy documents. I employ critical hermeneutics as research methodology to construct constitutive meanings of “institutional culture”. Since it is difficult to work with a large set of constitutive meanings, I narrowed the list down to the four most frequently recurring meanings, namely: shared values and beliefs; language; symbols; and knowledge production. These constitutive meanings form the theoretical framework which is used to analyse institutional documents. My findings suggest that all the constitutive meanings of my theoretical framework are addressed in the institutional documents of both SU and UWC, which means that the institutional documents conform to my theoretical framework. SU has, in my opinion, an excellent and comprehensive base of well-prepared and compiled institutional documents. However, most of these documents seem to relate to quality and compliance to national policy requirements, with no significant actions or strategies to address the challenges related to transforming the University’s institutional culture. Even though SU has shown commendable strategic initiatives to transform its institutional culture, there has not been sufficient engagement with the challenges of transformation. Similarly, for UWC, it is my contention that even though UWC is committed to transformation and nurturing a culture of change in order to make meaning of and address the complex challenges of the world, there needs to be more rigorous engagement in shaping and managing strategic direction and planning to ensure an institutional culture to accommodate change. Even though the institutional documents analysed mostly conform to the constitutive meanings of the theoretical framework, what of concern is the lack of an adequate articulation of the concept “institutional culture”. If there is no articulation, it follows that there is an inadequate understanding of the concept. A deeper understanding is crucial if the important link between transformation and “institutional culture” is to be realised. I contend that there exists a disjunction between “institutional culture” and transformation policies. One of the reasons for this disjunction is an impoverished understanding among higher education policy practitioners of the concept “institutional culture”, which creates an impression of compliance with national policy requirements.
AFRIKAANSE OPSOMMING: Hierdie verhandeling behels ’n konseptuele ontleding van “institusionele kultuur” in hoër onderwys, vernaamlik omdat die konsep ’n modewoord in die diskoers in hoër onderwys in Suid-Afrika geword het. Die doel was om begrip van die konsep te ontwikkel, en meer spesifiek om te ondersoek hoe institusionele kultuur in die institusionele dokumente van die Universiteit van Stellenbosch (US) en die Universiteit van die Wes-Kaap (UWK) georganiseer, saamgestel en geartikuleer word. Hierdie ondersoeke word voorafgegaan deur ‘n analise van hoër onderwys beleidsdokumente. Kritiese hermeneutiek is as navorsingsmetodologie gebruik om die konstitutiewe betekenisse van ‘institusionele kultuur’ te bepaal. Aangesien dit moeilik is om met ’n groot stel konstitutiewe betekenisse te werk, is die lys tot die vier mees herhalende betekenisse beperk, naamlik gedeelde waardes en oortuigings; taal; simbole; en die voortbring van kennis. Hierdie konstitutiewe betekenisse het die teoretiese raamwerk gevorm vir die ontleding van die institusionele dokumente. My bevindinge doen aan die hand dat al die konstitutiewe betekenisse van die teoretiese raamwerk in die institusionele dokumente van sowel die US as UWK aan bod kom, wat beteken dat die institusionele dokumente met die teoretiese raamwerk ooreenstem. Na my mening het die US ’n uitstekende en omvattende basis goed voorbereide en saamgestelde institusionele dokumente. Die meeste van hierdie dokumente blyk egter met gehalte en nakoming van nasionale beleidsvereistes verband te hou, met geen beduidende handelinge of strategieë om die uitdagings aan te pak wat met die transformasie van die US se institusionele kultuur verband hou nie. Alhoewel die US lofwaardige strategiese inisiatiewe aanwend om sy institusionele kultuur te transformeer, blyk daar nie ’n genoegsame verbintenis te wees om die uitdagings van transformasie die hoof gebied nie. Eweneens, wat UWK betref, is my argument dat alhoewel UWK verbind is tot transformasie en die kweek van ’n kultuur van verandering ten einde sin te maak van die komplekse veranderinge van die wêreld en sodanige veranderinge aan te pak, ’n meer nougesette verbintenis nodig is rakende die ontwikkeling en bestuur van strategiese leiding en beplanning ten einde ’n kultuur wat verandering tegemoet kom, te verseker. Alhoewel die institusionele dokumente wat ontleed is hoofsaaklik met die konstitutiewe betekenisse van die teoretiese raamwerk ooreenstem, is die gebrek aan voldoende artikulasie van die konsep “institusionele kultuur” rede tot kommer. Die gebrek aan artikulasie lei tot onvoldoende begrip van die konsep. ’n Grondiger begrip is noodsaaklik ten einde die belangrike skakel tussen transformasie en “institusionele kultuur” te verwesenlik. My gevolgtrekking is dat daar skeiding tussen” institusionele kultuur” en transformasiebeleide is. Een van die redes vir sogenaamde skeiding is gebrekkige begrip van die konsep “institusionele kultuur” onder hoër onderwys beleidsrolspelers, wat die idee skep van nakoming van nasionale beleidsvereistes.
Andrew Mellon Foundation
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Gibbs, Mark W. "An analysis of Paul's hermeneutical and theological use of Jeremiah 9:23-24 [22-23, MT] in 1 Corinthians 1:26-31." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
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Vickers, Margaret H. (Margaret Heather) 1962, of Western Sydney Nepean University, and Faculty of Commerce. "Life and work with 'invisible' chronic illness (ICI) :authentic stories of a passage through trauma - a Heideggerian, Hermeneutical, phenomenological, multiple-case, exploratory analysis." THESIS_FC_XXX_Vickers_M.xml, 1997. http://handle.uws.edu.au:8081/1959.7/826.
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This study is research into Invisible Chronic Illness (ICI): illness that cannot be seen by another, but that can have a major, sometimes catastrophic, effect on the lives of people concerned, especially their working lives. Each chapter deals, in some detail,with certain aspects of chronic illnesses that cannot be readily seen. The research is argued to be a vital excavation - a recognition of authentic and previously unheard voices and a methodology of primary value in researching the incommensurable, the difficult, the nasty in organisational lifeDoctor of Philosophy (PhD)
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Barna, Ján. "Ordination of women in Seventh-day Adventist theology : a biblical and theological analysis and synthesis of the debate with special attention to hermeneutical matters." Thesis, University of Bristol, 2009. http://hdl.handle.net/1983/87f2f001-b16f-4306-a09b-08ff0052576c.
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The present thesis is the first of its kind in attempting to produce a comprehensive systematic analysis and synthesis of the biblical, theological and hermeneutical aspects of the ongoing debate about the role of women in Adventist theology. While studies have investigated already the sociological aspects of the debate no study has yet systematised and investigated in depth the debate with special attention to hermeneutical matters. The thesis is divided into four chapters. After an Introduction which defines the basic elements of the study and provides a literature review, Chapter One provides a historical introduction into the topic of women's ordination in the Seventh-day Adventist Church. Particularly historical and ecclesial developments are reviewed from the perspective of the early Adventist situation and the modem context. Chapter Two and Chapter Three are two parallel chapters which analyse and synthesise opponents (Chapter Two) respectively proponents' (Chapter Three) biblical, theological and hermeneutical positions. The analysis in both chapters also specifically investigates the hermeneutical rationales of each side by examining their theories of biblical inspiration, interpretative method and functional aspects of their hermeneutics. The last chapter of the dissertation takes the hermeneutical conclusions from the previous two chapters and assesses them on a meta-hermeneutical level from the perspective of modern hermeneutical developments. The thesis ends with a summary and conclusion which summarises all the main findings of the study. Overall, the thesis not only systematises the ongoing ordination of women dispute but in addition provides an insight into the operation of the Adventist hermeneutical mindset by examining and assessing the theoretical bases on which Adventist hermeneutical thinking operates. This research therefore will be primarily valuable in the field of Adventist studies but non-Adventist scholarship intending to know more about Adventist theology and hermeneutics may also find the thesis helpful.
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Taylor, Beverley J., and kimg@deakin edu au. "The PHENOMENON OF ORDINARINESS IN NURSING." Deakin University, 1991. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031128.082904.
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This phenomenological research aimed to illuminate the nature and effects of ordinariness in nursing and to discover whether the phenomenon enhanced the nursing encounter.
The researcher worked as a participant observer with six registered nurses in a Professorial Nursing Unit. Following each interaction, the researcher wrote her impressions in a personal-professional journal and audiotaped conversations with the respective nurses and patients to gain their impressions.
Using a theoretical framework of the phenomenological concepts of lived experience, Dasein, Being-in-the-world and fusion of horizons as an underpinning methodology, an initial hermeneutical analysis and interpretation of the impressions generated qualities and activities indicative of the aspects of the phenomenon of ordinariness in nursing.
The second phase of the analysis and interpretation sought to illuminate the nature of the phenomenon itself. Eight actualities of the nature of the phenomenon emerged: 'allowingness,' 'straightforwardness,' 'self-likeness,' 'homeliness,' 'favourableness,' 'intuneness,' 'lightheartedness' and 'connectedness.' These actualities were described in relation to the phenomenon of interest.
The effects of the phenomenon were the creative potential to enhance the nursing encounter and included many and various effects of facilitation, fair play, familiarity, family, favouring, feelings, fun and friendship.
The research found that nurses and patients shared a common sense of humanity, which enhanced the nursing encounter. Within the context of caring, the nurses were ordinary people, perceived as being extraordinarily effective, by the very ways in which their humanness shone through their knowledge and skills, to make their whole being with patients something more than just professional helping. The shared sense of ordinariness between nurses and patients made them as one in then- humanness and created a special place, in which the relative strangeness of the experience of being in a health care setting, could be made familiar and manageable.
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Harper-Scott, J. P. E. "Elgar's musical language : analysis, hermeneutics, humanity." Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402979.
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Rizo-Patron, Eileen. "Through the eye of a needle hermeneutics as poetic transformation /." Diss., Online access via UMI:, 2005.
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Foy, Michael Joseph. "Teachers' beliefs about ADHD: a multiple case hermeneutic analysis /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2059.
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Mihevc, Jonathan. "An analysis of Hans-Georg Gadamer's concept of truth." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
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Graham, Archie. "School ethos : an hermeneutic phenomenological analysis of secondary school students' experiences." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=166058.
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The focus of this research is what constitutes school ethos for a purposive sample of seven final year students in a Scottish secondary school. A review of existing literature on the topic of school ethos highlighted the importance that policy makers and practitioners in Scotland afford to the notion of a positive school ethos. Yet knowledge of the topic remains limited with only a narrow range of approaches to researching school ethos evident within the literature reviewed. This study begins by considering the ideas of the early twentieth century philosophies of Martin Heidegger (1889 – 1976) and Edith Stein (1891 – 1942). In their ideas about the human person and human relationships the conceptual tools: thrownness; beingwith; care (acts of solicitude); mood; and temporality are identified to investigate school ethos from a different perspective. The hermeneutic phenomenological tradition particularly Maurice Merleau-Ponty’s (1908 – 1961) notion of embodiment and Hans George Gadamer’s (1900 – 2002) ideas of: conversation; fusion of horizons; and the hermeneutic circle provide both the methodology and method to investigate the phenomenon that presents itself as school ethos from the student perspective. Data on the students’ lived experience of secondary school were collected by conversational interview and are presented as participant stories with each story organised around the same five explicative themes. The analysis of the data found that there was little evidence of the school’s declared ethos entering the lifeworld of the participants, rather school ethos is experienced for them as moods which surface from acts of solicitude. Although the small-scale nature of the study precludes wider generalisations from the findings the study highlights issues that may be useful to policy makers and practitioners. In particular, it suggests there is a need to pay greater attention to understanding the lifeworlds of students, to the lived experience of school ethos and on seeking further clarification around what constitutes positive acts of solicitude within the context of school.
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Williams, Mario Randell. "A critical analysis and evaluation of the hermeneutic of James Cone." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
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Mukuka, Tarcisius. "Orality as casualty : contextual and postcolonial analysis of biblical hermeneutics in Bembaland." Thesis, University of Surrey, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.682550.
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This research aims at examining biblical hermeneutics in Bembaland, Zambia. Home to 4.8 million people, 50%-75% of whom are nominally Christian and 44% Catholic, with literacy levels at 61.4%, this thesis explores the interplay of orality and scribality in the Bembaland experiences of biblical hermeneutics. The terminus a quo of this thesis is that the shift in preferred medium from orality to scribablity in Bembaland affected not only hermeneutical understandings of the Bible, but also the broader social praxis. This can be identified in changed ways both of thinking and the derivation of meaning, both in terms of heteroglossal interpretation and the patterning and understanding of authority. The terminus ad quem of the thesis is that rather than hold orality and textuality in an antithetical binarism, it is more fruitful to pursue a negotiated and hybrid approach which holds oral and textual poetics in constructive symbiosis. In making this argument, rather than calling in the hermeneutical bulldozer of one single method, our approach is to unlock the Bemba experiences using a bricolage of analytical tools which have included contextual fieldwork, postcolonial critique, communication theory, spatial theory and linguistic analysis. In particular, the argumentation is alert first to the deconstruction of textual interpretations authored by the dominant and literate elite; secondly, the silencing of colonized 'others' as subjects of their own history; thirdly, the emancipation of misued biblical passages through hermeneutics of suspicion, retrieval, restoration and transformation. As a worked example, I have proposed a negotiated, oral-textual and hybrid hermeneutics of Rom 13:1-7. The outcomes of the 'oral-scribal' analysis undertaken partially echo McLuhan's famous phrase, 'The medium is the message.' The evidence suggests that there has been a tectonic shift in the biblical hermeneutics of Bembaland. Succinctly, this may be characterised principally by the move from oral/aural to chirographical/typographical media management in which communication and space were utilised as a means of exerting power and control. In the particular Bemba context of << Ubufumu e busosa >> - 'Royalty is constituted by speech' the effect is seismic since tribal authority has hitherto been constituted by the spoken rather than the written word. Thus informed, the research proposes a rebalancing of this destabilizing shift using two metaphors. Firstly, hearing/reading the word under an African tree as << Teleela Mulumbe >> ['Hear the news'} has the potential to open up what James Maxey has referred to as the oral ethos of the Bible in a context that is still characterised by residual orality; secondly, hearing/reading the word in Terra Nullius, ['unclaimed land'] where both oral/textual media hybridity and community hybridity are the catchwords. In like manner, this allows for border-crossing or 'transgressive hermeneutics' that is meta-gendered and trans-ethnic in its redemptive power.
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Kuntz, John L. "Freud, discourse analysis, and otherness : the historical hermeneutics of creativity and aesthetics in the subject formations of writing and psychoanalysis." Thesis, University of South Wales, 2008. https://pure.southwales.ac.uk/en/studentthesis/freud-discourse-analysis-and-otherness(2dc9ecb9-5328-4afc-8720-b601c21c00f5).html.
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This dissertation is a theoretical study with a hermeneutical praxis. The portfolio consists of four interrelated sections that combine research and theory with discourse and creativity: (a) "Part One: Overview: Freud, Discourse Analysis, and Otherness: The Historical Hermeneutics of Creativity and Aesthetics in the Modern Subject Formations of Writing and Psychoanalysis"; (b) "Part Two: Bridging Thesis: The Metaphor of Meaning: The Uncanny Nature of Discourse in Modern Narratives"; (c) "Part Three: Thesis: Psychoanalytic Theory and Creativity: Freud, Otherness, and the Historical Hermeneutics of Modern Subject-Formation"; and (d) "Part Four: Novel: Route 40 Pure Oil Truck Stop". The dissertation's critical analyses utilize an interdisciplinary, contextual, historical, and yet, as we will see in "Part Two: Bridging Thesis", practical approach. And, although the portfolio covers Freud's narrative works in writing and psychoanalysis, his use of discourse analysis in the theoretical formulations of psychoanalysis, and the creative otherness the Freudian oeuvre that exists in the metaphorical language and symbolism of his writing, the success of the research project lies within the application and interaction of scholarly research on the one hand and the creative discourse that is developed on the other. Still, due to its overarching and holistic methodology, the dissertation connects research and scholarship with creativity and writing theory, which juxtaposes my creativity as a novelist with my academic abilities as a researcher. The following five-part format outlines the subsequent sections of the dissertation's research design in the "Overview": (a) "Introduction: Freud and the Creative Moment"; (b) "The History and Scope of the Research: Neurology, Writing and Psychoanalysis, and Cultural Criticism"; (c) "The Importance of the Research: Narrative Theory to a Hypertext to a Metapsychology"; (d) "The Originality of the Research Project: Aesthetics, Creativity, and Otherness in the Subject-Formations of Writing and Psychoanalysis"; and (e) "Research Methodology: The Qualitative Approach to Grounded Theory in Psychoanalysis". As a theoretical study of Freudian psychoanalysis, the hermeneutical praxis for this dissertation was first developed from the readings, research and writing of "Part Three: Thesis: Psychoanalytic Theory and Creativity: Freud, Otherness, and the Historical Hermeneutics of Modern Subject-Formation". Overall, its exploration and analyses of Freud, psychoanalysis, and the use of aesthetics in his theoretical formations cover a wide spectrum of creative desire, otherness, and the hermeneutics of writing and psychoanalysis, hi the dissertation's development, the research begins with a five-part thesis (Part Three) that covers writing and psychoanalysis's early historical development from neurology and physiology to aesthetics and the art form, creativity and the artist, and subsequently the discourse analysis of Freud's subject formations over his 40-year career as a psychoanalytic theorist. From a historical and discursive approach to qualitative research, I formulated the overarching and holistic scope of my thesis into a hypothesis that would analyse the following: (a) Freud's early neurological writings that form the theoretical foundation for his hermeneutics for creativity and aesthetics; (b) his specific writings on creativity and the artist; (c) the implicit writings about creativity, as it relates to religion and the new creation account of psychoanalysis; (d) an account of the place of writing within his discussion of religion, culture and civilization, which forms a critical juncture between early Freudian writings and later Freudian attempts to use psychoanalysis as cultural commentary; and finally, (e) a conclusion, which brings the thesis together, that will suggest that writing poses a particular problem for Freud because of his unresolved frustrations about creativity and critical discourse Freud's own "return of the repressed". These interrelated topics form sub-sets of the major dissertation thesis by informing and guiding my examination and analysis while chronicling the historical significance of Freud's autobiographical, creative oeuvre, and an academic life that accounted for his development as a researcher, life writer of psychoanalysis, and modern theorist of the mind. As a final analysis of his discourse, the thesis will analyse Freud's problems with his approach to aesthetics, creativity and the artist, especially concerning his problems with writer's block. Thus using a chronological and evolutionary approach to historiography that traces fifty years of Freud's lifetime writings between 1889 and 1939, the intent of this multi-faceted study is to examine writing and psychoanalysis as it developed from neurology and physiology into narrative and literary subject-formations of aesthetics, discourse analysis, and cultural criticism.
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Robinson, Sarah Katrina. "Internationalisation and the MBA : a hermeneutic analysis of students' expectations, needs and experiences." Thesis, Lancaster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440393.
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Surrency, Steven Floyd. "A Gadamerian Analysis of Roman Catholic Hermeneutics: A Diachronic Analysis of Interpretations of Romans 1:17-2:17." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/6034.
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Catholic exegesis of scriptural and dogmatic statements has become rigid in the period following the Enlightenment. Gadamer’s account of philosophical hermeneutics, when applied to the Catholic situation, elaborates how Catholic exegesis might return to its premodern, freer form. Following Gadamer, I hold that to understand is to fuse the horizon of the old with today’s horizon using the preunderstandings that have been provided by the tradition while at the same time bringing the questions of today into dialogue with the text.
Examples of how Romans 1 and 2 have been interpreted historically serve to support this thesis. Origen reads Romans 1 and 2 using the traditional understandings afforded him by the ancient Catholic tradition. At the same time, he seeks in the text answers to the questions raised by the heresies of his own day. The early Augustine reads in Romans an answer to the questions posed by the Manicheans. Later he places that same text into dialogue with the Pelagians and, though still using the preunderstandings provided by the tradition, finds new meaning. Aquinas robustly exemplifies this conception of exegesis. He places Romans into dialogue with Aristotle and comes away with a creative fusion of the two.
After considering the examples above, I turn to two instances of hermeneutics that fail to be acceptable models of Catholic exegesis. Though the young Luther’s commentary on Romans is a Catholic fusion of traditionary preunderstandings and late medieval thinking, the older Luther ceases to dialogue with the tradition and thereby fails to give an acceptable Catholic interpretation. Barth, on the other hand, provides a paradigmatic example of Gadamerian hermeneutic principles. His exegesis is insufficient not because of his method but because of the Sache, the subject matter, he wrongly reads into the text of Romans.
This historical consideration of Catholic philosophical hermeneutics reinforces my proposition that Gadamerian philosophical hermeneutics adequately accounts for the Catholic hermeneutic tradition and provides a manner of approaching how that hermeneutic tradition might be appropriated today. Hermeneutics must not be a mere repetition of scriptural and dogmatic utterances but a placing of dogmatic statements into conversation with the situation today. This productive fusion can provide new, surprising meanings that cannot be predicted simply by reference to how statements have been understood in the past.
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White, Jessica L. "Hermeneutics, rhetoric, and paternalism in abortion law| An analysis of Burwell v. Hobby Lobby, Inc." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10111180.
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On June 30, 2014, the Supreme Court of the United States decided in favor of Hobby Lobby, Inc. in the landmark decision of Burwell v. Hobby Lobby, Inc. This decision established a significant new legal principle, substantially changing the interpretation of the Affordable Care Act, the Religious Freedom Restoration Act, and for-profit business rights. This thesis uses hermeneutic rhetorical theory to study the majority and dissenting opinions of the Hobby Lobby, Inc. decision to explicate the inherent paternalistic function within the rhetorical arguments of protection, corporate personhood, choice, sincerity, and the burden versus entitlement binary. Beyond the Hobby Lobby, Inc. decision, I argue that paternalism lies at the heart of many of the differences in feminist hermeneutics on abortion. This thesis promotes a more tolerant and respectful examination of the abortion debate with the higher goal of reaching a greater understanding of our social condition.
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Froschauer, Ulrike, and Manfred Lueger. "Artefact Analysis in Organisational Research." WU Vienna University of Economics and Business, 2016. http://epub.wu.ac.at/5113/1/FroschauerLueger2016.pdf.
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Man-made objects are an expression of both the social organisation in which
they were produced and the communicative context in which they appear
and are used. In this respect, they represent easily accessible material, which
is highly suitable for and useful in reconstructing the social structures in organisations
and opening up latent structures of meaning for analysis. Nevertheless
the analysis of physical materials has tended to live a shadow existence.
This paper presents a hermeneutic method of analysing artefacts in organisations.
The basic concept centres on the reconstructing of the processes of
meaning and organising in social systems. After providing a brief introduction
to the methodological principles, the paper goes on to discuss this
method in greater detail. Concrete examples of the study of specific materials
in an organisational analysis context are used to ground the interpretation
of artefacts in the overall organisational analysis context. The paper closes
with a discussion of the possibilities and limitations of this kind of analysis. (authors' abstract)Series: ["p_series_typename_S48" not defined]
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Hopkins, Philip Everette. "Thinking the Greeks more Greek-like : an hermeneutic analysis of understanding in early Greek thought /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Tantoush, Mansour Ali. "Analysis of selected allegorical Qur’anic verses with specific reference to Sūrat Yūsuf: A hermeneutic approach." University of the Western Cape, 2019. http://hdl.handle.net/11394/6665.
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Philosophiae Doctor - PhDArabic is the language of the Holy Qur'an, which was revealed to the Prophet Mohammed (may the peace and blessings of Allah be upon him) who in turn dictates it to His companions. The Prophet's companions did not encounter any difficulty in the understanding and comprehension of the Qur‘anic verses simply because the Qur'an was revealed in a language variety with which they have been quite familiar. Yet, the companions of the prophet differ in their understanding of the Qur'an. Their understanding may vary according to their competencies and their closeness to the prophet. In addition, the Qur'an includes verses that appear to be contradictory. Some verses of the Qur'an, for instance, may imply that man is free to select either the path of faith or the path of blasphemy.
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Backåberg, Sofia. "Video-supported Interactive Learning for Movement Awareness : a learning model for the individual development of movement performance among nursing students." Doctoral thesis, Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap (HV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-52413.
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Aim: The overall aim of this thesis was to explore the development of a video-supported interactive learning model for movement awareness among nursing students. Methods: Study I was a cross-sectional survey regarding prevalence and impact of musculoskeletal symptoms (MSS) among nursing students. In the remaining three studies a learning model was developed and explored; II - the inter-personal interaction (qualitative content analysis), III - the students’ experiences of using the learning model (phenomenological hermeneutics), IV - the students’ learning processes (hermeneutic approach). Results: 143 of the 224 respondents in study I reported MSS during the previous 12 months and of those 91 reported impact on physical daily life activities. The odds ratio for reporting MSS study year 3 was 4.7 (95% CI: 2.1 – 10.7). Study II shows that the students’ movement awareness and self-analysis developed when encountering their own movement through video feedback. Studies III and IV show that the facilitator’s reflective and responsive approach appears to be essential in creating interaction and a permitting learning atmosphere. The students became emotionally and cognitively challenged and personally engaged, were motivated to change by discovering details in their movements and gained a greater understanding of the relationship between their own movements and current or risk for future MSS. They also experienced emotional, cognitive and bodily confusion, which was interpreted as a necessary step in the changing process. Conclusion: MSS among nursing students appears to be a problem and education regarding ergonomic movements and principles is suggested to be emphasized in the nursing curriculum. The video-supported learning model enabled encountering and discovering one’s own body and movement in different ways, which facilitated reflection and motivation for change, which was supported by the facilitator’s reflective approach. The learning model, which could contribute to multifactorial ergonomic interventions, could also support movement awareness and learning in practical learning situations within education and rehabilitation. Further research needs to study the model in different contexts and in relation to MSS prevention.
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Rashford, Jared Michael. "Considering Hans-Georg Gadamer's Philosophical Hermeneutics as a Referent for Student Understanding of Nature-of-Science Concepts." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/51.
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The purpose of this study is to examine philosophical hermeneutics as a referent for student understanding of Nature-of-Science (NOS) concepts. Rather than focus on a prescriptive set of canons used in addressing NOS pedagogy in K-12 schools, this study seeks to explicate a descriptive set of principles based on Hans Georg-Gadamer’s theory of interpretation that has the potential for developing dispositions necessary for understanding. Central among these are the concepts of fore-structure, prejudice, temporal distance, and history of effect, all of which constitute part of the whole of the hermeneutic circle as envisaged by Gadamer. As such, Gadamer’s hermeneutics is contrasted with Cartesian epistemology and its primacy of method, the Enlightenment’s prejudice against prejudice, the modernist/progressive tendency to consider all situations as problems to be solved by relegating all forms of knowledge to techné, and the subjective nature of interpretation inherent in a hermeneutics of suspicion. The implication of such a conceptual analysis for NOS pedagogy is that student understanding is considered not so much as a cognitive outcome dependent on a series of mental functions but rather as an ontological characteristic of Dasein (being-human) that situates learning in the interchange between interpreter and text. In addition, the philosophical foundations implicit in addressing student understanding of NOS found in many curricular reform efforts and pedagogical practices in science education are questioned. Gadamer’s hermeneutics affords science education a viable philosophical framework within which to consider student understanding of the development of scientific knowledge and the scientific enterprise.
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Hickel, Pascal. "Les préfaces de Luther à la Bible (1522-1546) : analyse et traduction annotée." Thesis, Strasbourg, 2019. https://publication-theses.unistra.fr/restreint/theses_doctorat/2019/HICKEL_Pascal_2019_ED270.pdf.
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Cette thèse est consacrée aux Préfaces à la Bible de Luther, un corpus peu étudié jusqu’à présent. La première partie consiste en une analyse chronologique de ce corpus, préface par préface. Elle montre comment Luther interprète la Bible et invite ses lecteurs à la comprendre. Il donne des clés herméneutiques et confère à ses préfaces différentes fonctions (par exemple « fonction sommaire », « fonction polémique » ou «fonction pastorale ». Il forge ainsi une culture biblique « évangélique » qui permet à son lecteur de s’approprier le texte. Les préfaces complètent notre connaissance de Luther, traducteur et théologien, et révèlent différentes facettes de sa personnalité. La deuxième partie est la traduction annotée des Préfaces à partir de la dernière édition de la Bible de Luther (1545), ainsi que de préfaces antérieures (Psaumes, Apocalypse). La plupart de ces textes n’avaient jamais été traduits en français. L’annotation est consacrée aux variantes du texte, ainsi qu’à des questions de traduction et d’histoireThe present thesis is dedicated to the “Prefaces to the Bible” by Luther, a body that has rarely been studied thus far. The first part involves a chronological analysis of the former body, preface by preface.It shows how Luther interprets the Bible and how he appeals to his readers’ understanding of it. He offers hermeneutical keys and provides his prefaces with different functions that can serve as (for example “ a summary”, ”a controversy” or have a“pastoral function”) There by building a biblical knowledge of the Gospel that will allow the reader to get hold of the text. The prefaces supplement our insight of Luther as a translator and theologian, and reveal different aspects of his personality.The second part is the annotated translation of the Prefaces on the basis of the last edition of Luther’s Bible (1545), as well as of earlier prefaces (The Psalms, The Book of Revelation)Most of these texts had never been translated into French. The annotation deals with thevariations of the text as well as the issues of translation and history
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Maurer, Jason. "Gender representations of dark fictional characters: A hermeneutic analysis of Harry Potter fan discussions on Reddit." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23301.
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The aim of this thesis was to deepen our understanding of how audiences represent male and female dark fictional characters (DFCs) by exploring how Harry Potter fans discuss four of these characters on Reddit. Drawing on affective disposition theory as a guiding framework as well as previous investigations of gender representation and online fan cultures, I collected and analyzed 117 posts (containing 9,693 comments) about four DFCs from the Harry Potter franchise. I chose two male DFCs (Lord Voldemort and Severus Snape) and two female ones (Bellatrix Lestrange and Dolores Umbridge) for my investigation. The data were analyzed using a productive hermeneutics approach. Fans’ representation of these characters intersected with the extent which the characters’ fictionality was salient, how they were visualized, the online culture of Reddit, and fans’ presumed identification with these characters. Bellatrix was defined by her portrayal by Helena Bonham Carter in the films and her combination of valuable masculine and feminine traits. Moreover, she was a figure of pure fantasy, which allowed fans to love her depravity. Umbridge and Snape, by contrast, were hated for intruding into the fantasy that Harry Potter offered, reminding fans of bullying and overly controlling teachers. Snape, however, was redeemed by his complexity and embodiment of geek masculinity. Voldemort was valued for his intellect and power but also criticized as a peer failing to rise to his intellectual potential; fans at turns identified with and undercut him through humor. Taken together, the results indicate a need to qualitatively explore how DFCs are received by audiences, as it can add further nuance to our understanding of how morality and gender influence media consumption.
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Turpin, Merrill June. "The role of analysis of narratives from a hermeneutic perspective in exploring meaning and purpose of occupation in occupational therapy /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18000.pdf.
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Cassidy, Elizabeth Emma. "An exploration of the lived experience of progressive cerebellar ataxia : an interpretative phenomenological analysis." Thesis, Brunel University, 2012. http://bura.brunel.ac.uk/handle/2438/7547.
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Background and Purpose: Progressive cerebellar ataxia is a rare neurological condition characterised by uncoordinated movement, and impaired speech articulation. Rehabilitation and physiotherapy in particular, form the cornerstone of healthcare intervention. Little qualitative research has been undertaken to understand the subjective experience of this complex condition. This study explored the experience of progressive cerebellar ataxia, physiotherapy and physiotherapy services from the perspective of people living with this condition. Method: Interpretative Phenomenological Analysis underpinned this inductive qualitative enquiry. Twelve people with a progressive cerebellar ataxia participated in semi-structured interviews. All participants had some experience of physiotherapy. Interviews were transcribed. A case by case idiographic analysis was undertaken followed by a cross case analysis. Findings: Five super-ordinate themes were identified. ‘The embodied experience of progressive cerebellar ataxia’ emphasised the foregrounding of the body, and the disruption of the skilful interaction between body and world. ‘Identity, stigma and disrupted embodiment in public spaces and places’ encapsulated how participants made sense of actual and perceived stigma and discrimination. ‘Lifeworld meets biomedicine: a complex juxtaposition’ described participants’ problematic relationships with healthcare practitioners and their disease-centric world. ‘Wresting control in the face of uncertain and changing forces’ portrayed participants’ attempts to understand and reinterpret their condition on their own terms. ‘Exercise: a multifaceted contributor to managing life with ataxia’ captured the meaning of exercise and physical activity. One over-arching theme, ‘Retaining a homelike way of being-in-the-world’, cautiously indicated that whilst participants described ‘unhomelike’ lifeworlds (uncomfortable and disturbing); they simultaneously held onto, and sometimes realised, the possibility of ‘homecoming’, for example through the generation of new modes of belonging. Conclusion: This study provided a detailed, phenomenological account of the lived experience of progressive cerebellar ataxia. New insights were developed that have the capacity to inform not only physiotherapy practice but also other healthcare disciplines. New avenues for future research were also identified.
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Lindahl, Elisabeth. "Striving for purity : interviews with people with malodorous exuding ulcers and their nurses." Doctoral thesis, Umeå universitet, Omvårdnad, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1940.
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The overall purpose of this thesis is two-fold; to illuminate the meaning of living with ‘impurity’ in terms of malodorous exuding ulcers, and the meaning of caring for people with ‘impure’ bodies in institutions and in people’s homes. The thesis comprises four papers based on studies using qualitative methods. To illuminate nursing care as narrated by 27 retired care providers in northern Sweden, seven audio recorded group dialogues were performed (I). The transcribed group dialogues were analysed using a hermeneutic approach. The findings formulated as cleanliness, order and clear conscience point to purity. By cleaning patients and their surroundings repeatedly, by preserving order in various ways and by keeping a clear conscience, nurses committed to preserving purity. This study opened up for questions concerning the meaning of ‘impurity’ and‘purity’ in nursing today leading to papers II-IV. Learning about ‘purity’ is possible through studying ‘impurity’. Audio recorded narrative interviews were performed to illuminate the meaning of living with malodorous exuding ulcers (II) and the meaning of caring for people with malodorous exuding ulcers (III). A phenomenological-hermeneutic method was used to analyse the nine transcribed interviews with patients (II) and 10 transcribed interviews with nurses (III). The comprehensive understanding of living with malodorous exuding ulcers (II) was formulated as being trapped in a debilitating process that slowly strikes one down. There is a longing for wholeness and purity. When finding consolation, i.e., encountering genuineness and feeling loved, regarded and respected as fully human despite ulcers, patients feel purified. The comprehensive understanding of caring for people with malodorous exuding ulcers (III) was formulated as being exposed to, and overwhelmed by suffering that is invading. One runs the risk of experiencing desolation when one cannot make the ulcers and malodour disappear and fails to protect patients from additional suffering. To illuminate nurses’ reflections on obstacles and possibilities providing care as desired by people with malodorous ulcers (IV), six nurses from a previous study (III) were interviewed. An illustration with findings from paper II was shown and participants were asked to reflect on obstacles and possibilities providing the care desired by patients. The 12 audio recorded transcribed interviews were analysed using qualitative content analyses. The interpretations were presented as one theme ‘striving to do ‘good’ and be good’. The sub-themes related to the obstacles were ‘experiencing clinical competence constraints’, ‘experiencing organisational constraints’, ‘experiencing ineffective communication’, ‘fearing failure’ and ‘experiencing powerlessness’. The sub themes related to possibilities were ‘spreading knowledge on ulcer treatments’, ‘considering wholeness’ and ‘creating clear channels of communication’. The meaning of living with ‘impurity’ in terms of malodorous exuding ulcers, and the meaning of caring for people with ‘impure’ bodies in institutions and in patients’ homes is interpreted as striving for purity. Patients experience impurity when feeling dirty, losing hope, and not being respected and regarded as fully human. Nurses experience impurity when failing to shield patients’ vulnerability and their own defencelessness, and when facing obstacles preventing them from providing good care and being good nurses. Both patients and nurses may experience purity through consolation. For nurses, mediating consolation presupposes being consoled by being recognised for their challenging work, being respected and included in multiprofessional teams supported by the health care organisation and the leaders. Then patients can become consoled, and feel restored and fully human again despite their contaminated body.
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Qualliotine, Cailin. "Significant and Impactful Experiences in Clinical Supervision: Relational Connection and Disconnection in the Current Cultural Clearing." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1505916963407678.
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Thompson, Scott. "A critical analysis of the cessationist hermeneutic with respect to the issues of miracles, deliverance, and spiritual warfare." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
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Hedenmo, Adam. "A Journey to the Inner World : A Hermeneutic Analysis of Matsuo Bashō’s Prose from a Transcendent-Immanent Perspective." Thesis, Uppsala universitet, Religionshistoria, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-411295.
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The following study investigates the impact of the secular processes present in Early Modern Japan on Matsuo Bashō's prose. The theoretical basis for exploring this development is found in Durkheim’s distinction between the transcendent and the immanent, as well as the theoretical framework for secularism. The exploration of Bashō's writings is conducted through several key themes: self-presentation, people, religious concepts, nature and aestheticisms. From these categories a complex pattern emerges. It illustrates the enduring nature of the contemporary world-views through numerous references to and descriptions of existing systems of thought. Bashō's response to the dynamic societal changes of his time is an outright rejection of the new developments; instead he turns to nature and romanticism steeped in existing tradition.
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Gustavsson, Linda. "Pedagogisk utredning som arbetsredskap En innehållsanalys med hermeneutisk ansats Pedagogical investigation as a working tool. An hermeneutic analysis." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27338.
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Sammanfattning/abstractLinda Gustavsson (2015). Pedagogisk utredning som arbetsredskap. En innehållsanalys medhermeneutisk ansats. Pedagogical investigation as a working tool. An hermeneutic analysis.Specialpedagogprogrammet, Skolutveckling och ledarskap, Lärande och samhälle, MalmöhögskolaBakgrundDet saknas forskning om pedagogiska utredningar och om i vilken utsträckning utredningenkan vara ett användbart redskap för pedagoger. Därför undersöks mallar för pedagogiskutredning närmare i den här studien.Studiens syfte är att undersöka utredningsmallar som används för att kartlägga en elevsskolsituation innan ett eventuellt åtgärdsprogram upprättas. Detta för att se hur mallensutformning påverkar beskrivningen av elevens skolsituation och behov av stöd i utredningen.Följande frågeställningar ligger till grund för studien:• Hur beskrivs lärmiljön, undervisningens innehåll och metoder?• Hur beskrivs elevens behov av särskilt stöd?• På vilket sätt avspeglas elevs och vårdnadshavares medverkan?TeoriStudien utgår från systemteoretiskt tänkande, eftersom det i utredningar av elever i behov avsärskilt stöd behövs ett helhetsperspektiv. En gren av systemteorin är Bronfenbrennersutvecklingsekologi, som bidrar med en modell för att analysera eleven ur etthelhetsperspektiv. Även olika specialpedagogiska perspektiv bidrar till att ge en nyanseradbild av hur utredningsmallarna förhåller sig till styrdokumenten.MetodStudien utgörs av en kvalitativ textanalys med en hermeneutisk ansats. Hermeneutikensallmänna tolkningslära ligger till grund för studien. Det är förståelsen av ett budskap som ärcentral, inte förklaringen. Textanalysen bygger på en systematiskt beskrivning av innehållet i utredningarna, utifrån ett kodningsschema. De kodningsenheter som hittats har sedan använtsi analysen av materialet.ResultatDet är en av fem skolor som kartlägger lärmiljön i den pedagogiska utredningen. De flestaifrågasätter inte skolans sätt att organisera sin verksamhet. Det finns beskrivningar av vilkaolika arbetssätt och metoder som används på tre av skolorna, men dessa beskrivningar är inte tydliga. I kartläggningen på individnivå framkommer i alla utredningar vari elevenssvårigheter ligger. Det finns inga utredare som ingående har studerat och/eller analyserat delärsituationer som fungerar för eleverna. Vad eleven behöver stöd i eller med, uttrycks i mereller mindre omfattning i alla utredningar. I vilka situationer eller lärmiljöer eleven behöverstöd beskrivs mindre utförligt, men dock i fem av elva utredningar. Hur eleven ska få stöd,genom vilka metoder och/eller arbetssätt uttrycks i alla utredningar utom två. Beskrivningarnaär dock inte alltid särskilt tydliga med hur det ska gå till, alltså vilka metoder och arbetssättsom ska användas.Det är inte så enkelt att en utredningsmall är bra eller dålig, eller att pedagoger antingen harett kategoriskt eller ett relationellt perspektiv, utan det kan vara en kombination. Huruvida enelevs skolsituation och behov av särskilt stöd beskrivs på skol-, grupp- och individnivå kanbero på faktorer på flera olika nivåer.För att klara av att utreda på skol-, grupp- och individnivå måste specialpedagogen varamedveten om att det kan krävas ett långsiktigt utvecklingsarbete för att lyckas. Här ingår även handledning av pedagoger där specialpedagogen bör lyfta fram de kategoriska och relationella perspektiven för att de som arbetar i skolan ska få syn på sina egna positioner och förhållningsätt.Nyckelord: behov av särskilt stöd, dokumentanalys, pedagogisk utredning, skol-, grupp- ochindividnivå, systemteoriSummary / abstractLinda Gustavsson (2015). Pedagogical investigation as a working tool. An hermeneutic analysis. Special education program, School Development and Leadership, Learning and Society, Malmö UniversityBackgroundThere is an immanent lack of research on pedagogical investigations and it is unknown to which extent these investigations are useful tools for educators. Therefore, this study examines models of pedagogical investigations in more detail.The study targets investigation templates that are used to identify a student's situation at school before an action plan is established. The underlying reason is to observe how the template's design affects the description of the student's situation at school and how it shapes the need for assistance in the investigation.The study is based on the following research questions:• How are the learning environment, teaching content and methods described?• How are the student's special needs described?• How is student and guardian involvement covered?TheoryThe study follows a system theory approach, because a holistic perspective is necessary when investigating students in need of special support. The branch of system theory that this study focuses on is Bronfenbrenner’s ecology of development, which offers a model for analyzing students from a holistic perspective. In addition, the application of various perspectives of the field of special-need education contributes to a balanced picture of how the investigation templates relate to policy documents.MethodThe study analyses the texts qualitatively following a hermeneutic approach. General hermeneutic ideas of how to interpret and analyze texts are therefore the basis of this study. Accordingly, the comprehension of a message and not its explanation is the focus of this study. The analysis is built on a systematic description of the content of the investigations using a coding scheme. The coding units /items that are found are used in the further analysis of the material.ResultsOne of five schools maps the learning environment in the pedagogical investigation. Most schools do not question their ways of organizing their activities. Three schools describe the different approaches and methods they are using, but these descriptions are not extensive. The student’s source of difficulties is generally found on the individual level. Investigators do usually not examine or analyze learning situations that have turned out to been functionally adequate for the students. Possible tools or areas that students need support with are expressed in all investigations. The learning situations or environments that could be improved are however only described to a lesser extent (5 out of 11 schools). Methods, procedures and ways of organizing activities to support students are mentioned in all the investigations but two. The descriptions are however often rather unspecific on questions such as on how to do what.Neither are inquiry templates thoroughly good or bad, nor do teachers have either categorical or relational perspectives. Instead it is often a combination of factors on multiple levels that causes a student to be described at school, group and/ or individual levels.To be able to investigate at school, group and individual level a special-need educator needs to be aware that it may require a long-term developmental work in order to succeed. This also includes the supervision of educators. Special-need teacher should highlight the categorical and relational perspectives to those who work in school so that own roles and activities can be assessed with critical self-reflection.Keywords: document analysis, educational assessment, school, group and individual level, special needs, system theory
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Graham, Judith. "An action research study concerning how clinicians formulate treatment choices for people with personality disorder : using hermeneutic and IPA methods." Thesis, University of Derby, 2017. http://hdl.handle.net/10545/621569.
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Background: Personality Disorder treatment is a contentious subject in health care. Despite available research concerning the diagnosis itself and also available treatments, there is little research regarding treatment thresholds or defining how treatment decisions can be formulated. This problem has been identified by clinicians, patients, supervisors and specific organisations, particularly linked to recent healthcare changes associated with austerity measures. Research Question: How can mental health care staff use a formulated decision process concerning therapeutic interventions for people with PD, when considering the recent service changes and rationalisation of available treatments? Methods: An Action Research study has been conducted over a four year period, using predominantly qualitative methods including: a hermeneutic literature review (n=144 papers), patient questionnaires (n=15) and Interpretive Phenomenological Analysis (IPA) of clinician and supervisor semi-structured interviews (n=10). Results: Difficulties have been found when making decisions with people who either do not accept their diagnosis and/or do not accept the current evidence-based treatments for personality disorder. Other challenges have been identified regarding the patient/clinician relationship, the level of distress the patient presents with, and also the clinician view concerning the individual, the diagnosis, and the available treatments. The IPA produced five super-ordinate themes related to decision-making regarding treatment choices for people with personality disorder, including: difficulties with boundary management, diagnostic stigma, a focus upon time, metacognitive ability, and the potential for iatrogenic harm. Conclusions: Multiple factors require consideration when examining treatment choices for people with a personality disorder, concerning the patient's individual symptom profile, needs, attitude towards treatments; the clinician's profession, attitudes, opinions, and wellness on the day of the assessment, and also the treatments available within the locality. A diagram has been presented summarising these formulation factors. Recommendations have been made based upon the results, analysis, synthesis and discussion sections, indicating potential practice changes and areas for future research.
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Biazotto, Adilson Donizeti. "A formação imaginaria a respeito do brasileiro em midias eletronicas." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269302.
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Orientador: Carmen Zink BologniniDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Os discursos produzidos pelo material didático (assim como todo/qualquer discurso) são entrecruzados (Grigoletto, 2003) por discursos circulantes em uma comunidade. Desse modo, o discurso da mídia apresenta-se como um dos discursos que se entrecruzam na produção de material didático. Esse processo só é possível porque os discursos da mídia são, dentre outros, ponto de materialização e estabilização de Formações Imaginárias. O objetivo deste trabalho é evidenciar os mecanismos pelos quais alguns traços que compõem as Formações Imaginárias a respeito do Brasil e do brasileiro são produzidos a partir de dois textos jornalísticos publicados na imprensa eletrônica. Para tanto, analisaremos contrastivamente, embasados na teoria da Análise de Discurso1, fundada na década de 60 por pesquisadores franceses e, ressignificada por pesquisadores brasileiros, uma notícia, sobre o mesmo assunto, publicada no jornal eletrônico americano- http://www.cnn.com e no brasileiro -http://www.estadao.com.br. Consideramos que, haja visto a inclusão crescente destas (re) produções discursivas eletrônicas em livros didáticos, poderemos contribuir com reflexões que, feitas a partir da AD, têm como proposta desenvolver um deslocamento metodológico-teórico na área de Ensino-Aprendizagem de Língua Estrangeira, Desse modo, centramos nossos estudos nas condições de produção destes discursos: faremos um breve histórico da imprensa, do O Estado de S. Paulo, da CNN. Demonstraremos como os efeitos de sentido, materializados nas suas notícias, escritas por sujeitos interpelados pela ideologia, contribuem para a formação e estabilização de Formações Imaginárias a respeito do Brasil e do brasileiro
Abstract: The discourse produced by the didactic material ( like any other discursive production ) is intertwined (Grigoletto, 2003) by discourses which circulate in a community. Based on this theory, the media discourse is considered as one of those kinds of discourses which intertwine in the production of didactic material. This process is only possible because it is in the media discourse where imaginary formations materialize and stabilize. The aim of this work is to elicit the mechanisms through which some traces of Imaginary Formations about Brazil and Brazilians are produced, from two pieces of news published in news sites. In order to reach the aim of this work, we will analyze contrastively a piece of news on the same subject published in the American news site ¿ http://www.cnn.com - and in the Brazilian news site ¿ http:// www.estadao.com.br, founded on the Theory of Discourse Analysis. Originating in France in middle 1960¿s, having Michel Pêcheux as its central figure, this line of thought has been taking a particular path according to conditions of productions in Brazil, promoting this theory to develop its own characteristics, still keeping its mainstream ideas, though. Since the reproduction of this discursive production has been increasingly made in didactic materials, we can contribute with reflections, based on the theory presented ¿ Discourse Analysis ¿ propose a theoretical-methodological shift on the EFL field. We focused our studies on the conditions of production of this discourse: we will summarize the history of the press, of the news agencies ¿ CNN and O Estado de São Paulo. We will present how the effects of meaning, materialized in the news, written by subjects who are interperllated by ideology, contribute to the formation and stabilization of the Imaginary Formations about Brazil and Brazilians
Mestrado
Mestre em Linguística Aplicada
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Morssy, Berglund Maude. "Mentalitet, pedagogik, historiskt minne : Om utbildningens samtida villkor och processer." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-54374.
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This thesis attempts to highlight the contemporary conditions and processes of education in order to define what kind of education dominates the 21st century School. What mentality and pedagogy are governing the design of the 21st century School? How can the historical perspective help to explain the conditions and processes in contemporary education? This thesis studies these questions by analyzing and interpreting active educational discourses from the beginning of the 21st century. The study is based on critical hermeneutics. The concepts are mentality, inherent pedagogy and historical memory. The material underlying the study consists of 351 news articles about education in the Swedish newspaper Västerbottens-Kuriren. The interpretation process has been carried out at different stages, in order to describe, explain and understand active educational discourses. This interpretation applies three complementary methods - text analysis, hermeneutic interpretation and critical discourse analysis. The findings indicate a mentality containing three main trends – equal togetherness, independent learning and independent freedom of choice, which arises from an inherent pedagogy containing two main trends - competence-developing and a performance-enhancing process. The contemporary mentality and pedagogy are emerging in the gap between Piaget´s and Skinner's educational ethos. At a shorter historical perspective, mentalities in the 1990s bear major structural similarities to the mentalities formed in the 21st century. In parallel, inherent pedagogy in the 1990s shares less structural similarities to the pedagogy formed in the 21st century. At a longer historical perspective, one will notice major structural similarities between the 18th century and the 21st century. What distinguishes one period from another is that the 18th century was a class society with teachers who had low ambitions, whereas the 21st century is a democratic society with teachers who have high ambitions. What unites the periods is that both the 18th and the 21st centuries witnessed great spatial and economic change. They are centuries of coercion and competition as well as centuries of freedom. In addition, they share the qualities of distance and control, and they both treat children as adults. Finally both centuries face unfinished policies with contradictory trends. From a media perspective, the debates from the 1990s and the editorials and facts from the 21st century news articles bear no similarities in terms of ideological positions on education.
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Obiedat, Ahmad Z. "Uṣūl al-fiqh hermeneutics as reflected on the debate on human cloning : a critical analysis of contemporary Islamic legal discourse." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79968.
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This thesis discusses the prohibition of human cloning in contemporary Islamic legal discourse, which relies on two distinct doctrines: the first seeks support in the Qur'anic text, while the second depends on method of utilitarian legal hermeneutics (al-istiṣlaḥ ). These doctrines are examined by comparing them to the method that contemporary Islamic legal discourse adopts, namely, uṣul al-fiqh. When this is done, a discrepancy emerges in the first doctrine that traces this prohibition back to the text of revelation, which in turn requires further clarification of the foundations of hermeneutics in uṣul al-fiqh---identified here as textual and legislative consistency. For this, Shaṭibi's theory of maqaṣid al-sharī'ah offers one of the most reliable bases for the hermeneutics to evaluate the second doctrine. The methodological venture in this thesis aims at criticizing the current methodology while at the same time offering a justified approach to hermeneutics in contemporary Islamic legal discourse and in the case of human cloning.
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Fritsch, Valter Henrique. ""One steps away from god" : an analysis of John Patrick Shanley's Doubt, a Parable through a hermeneutics of the imaginary." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/54123.
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A peça Doubt, a Parable (2004) de John Patrick Shanley revisita o mundo que ele conheceu quando criança – o bairro do Bronx dos anos 1960. A história se desenrola em uma comunidade escolar católica ítalo-irlandesa e o enredo diz respeito a uma dúvida – que se transforma em crença – por parte de uma das personagens, Irmã Aloysius, a diretora da escola. Ela acredita que o Padre Flynn esteja molestando sexualmente o único aluno negro da escola. A peça é uma construção em aberto, que permite a cada leitor/espectador construir sua própria interpretação dos fatos. Além de ser o autor da peça, Shanley também transformou seu texto teatral em roteiro para o cinema, e atuou como produtor da peça e roteirista e diretor do filme Dúvida, de 2008. Nesta dissertação examino as estratégias utilizadas por Shanley para manter a possibilidade de interpretação aberta quando ele traduz sua obra para mídias diferentes – na página, no palco, no cinema. Ao empreender tal análise, considero pertinente explorar padrões contemporâneos sobre questões como verdade, dúvida e certeza, porque as mesmas encontram-se imbricadas com o construto artístico examinado, favorecendo assim um olhar atento sobre o papel do autor e do leitor nesse processo. Para investigar as construções ideológicas que definem os elementos de dúvida e certeza, utilizo o conceito de Paradoxo do Imaginário, como proposto por Castor Bartolomé Ruiz (2003), dando especial atenção às questões relacionadas com o simbolismo da dúvida, tal como pode ser percebido na obra de Shanley.John Patrick Shanley’s play Doubt - a Parable (2004) revisits the world he knew as a child, which is the Bronx of the 1960’s. The story centers upon a Catholic Irish-Italian school community, and the plot relates to a doubt - that grows into belief, and ends up as certainty - on the part of Sister Aloysius, the principal of the school, who is persuaded that Father Flynn, the vicar, has been harassing the only Black student in the school. The play is an open-ended construct, allowing each reader/spectator to build their own interpretation of the facts implied. Shanley is more than the author of the play. He has also worked as the producer of the play on the stage and he turned the story into a movie screenplay, Doubt, and has worked as a director to the movie. In this thesis I examine the strategies used by Shanley to keep the possibility of interpretation open as he translates his own work into different media, on the page, on the stage and on the screen. As I do that, I also consider the contemporary standards regarding issues as truth, doubt, certainty, especially as they constitute themselves aesthetically in the fictional world, thus reexamining the role of the author and the role of the reader in the process. So as to investigate the ideological constructions that define the elements of doubt and certainty I refer to the concept of “paradoxes of the imaginary” as proposed by Castor Bartolomé Ruiz (2003), with special attention to questions concerning the symbolism of doubt as perceived in Shanley.
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Gomez, Alex A. "Feelings of Enlightenment: A Hermeneutic Interpretation of Latent Enlightenment Assumptions in Greenberg's Emotion-Focused Therapy." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1534515730529141.
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Van, Jaarsveld Pieter Paul. "Hermeneutic and empirical analyses of graphically inspired metamathematics that reflect critical consciousness within perspectives of personal and social justice." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004376.
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My involvement with mathematics education amongst township educators and learners over the past seven years has highlighted the absence of sustained meaning and meaning making of mathematical concepts. It appears though that this instrumental rather than relational understanding of FET mathematics is not unique to township learners but is encountered amongst learners of all socio-economic classes and is representative of many FET mathematics learners. Given that the language of learning and teaching is a major contributory factor in the South African education system, it appears that the language of mathematics itself is a greater exacerbating factor for many learners of mathematics. The exclusive algorithmic approach to classroom mathematics further seems to alienate many learners from the essence of the meaning of mathematical tasks. This research undertakes to determine whether metateaching and metalearning as forerunners to metacognition facilitates the acquisition of the sustained meaning of mathematical concepts. Metateaching and metalearning refer to the acute and deliberate awareness by educator and learner as to what constitutes concepts. Teaching and learning therefore presupposes the deconstruction of concepts into its subsumed derivative roots. It also assumes an awareness of the tacit degrees of abstraction that characterise tasks and the content of tasks. This in turn has implications for the educator's adopted sequence of topics for instruction. Metacognition implies awareness on the part of the learner (and educator) as to how material is learned and a further awareness as to how that learning can be sustained. Whether we ascribe meaningful learning to radical or social constructivism, or to associationist didactive approaches, or a combination of these, we are making assumptions about how learners acquire and sustain mathematical meaning because mathematics is, by and large a symbolic language often devoid of affective connotation. Furthermore our assessments of learners' tasks amount to clinical corrections of austere formulae wrapped in algorithmic procedures which manifest nothing of a learner's experience of mathematics or the deeper understanding (or misunderstandings) which characterise a learning and/or assessment episode. To this end the research design of this interpretive case study requires learners to expound in textual accounts their thoughts as they describe the evolution of a mathematical process as they approach a solution and eventually interpret it. The textual account exposes the concept definition for what it really is in a learner's understanding of it and it is the expressiveness of language that indicates whether the understanding of a learner is approaching the concept image. The textual accounts vary in richness in terms of mathematical register and this in turn reflects the conceptual depth. The mechanism which seems to promote the conversion from concept definition to concept image is the graphical representation of the mathematical task or procedure, possibly because of its greater concreteness as opposed to the abstraction of its algebraic form.
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Underwood, Zackary Wayne. "The Evolution of Learning Technologies within the UNC German Consortium 2000-2016: A Hermeneutic Phenomenlogical Analysis of German Faculty Member Experiences." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011836/.
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Beginning in 2000 and continuing today, the University of North Carolina (UNC) German Consortium offers online German courses to undergraduate students across sixteen of the seventeen UNC public universities. The delivery of online classes differs per faculty member and little previous research investigated the UNC German Consortium's learning technologies. This dissertation investigates the evolution of learning technologies within the UNC German Consortium over the last sixteen years among German faculty from different UNC public universities. Seven faculty and one administrator shared their experiences through interviews. The methodology for this research was hermeneutic phenomenology. Interviewees shared their experiences with learning technology and teaching in the UNC German Consortium including how learning technologies changed over time. Interviews were transcribed, coded, and analyzed to deduce themes. Themes included the importance of the North Carolina Research Education Network (NC REN) for teaching German online, an asynchronous versus synchronous debate, how professors taught in synchronous courses, the importance of learning management systems (LMS) systems, the resilient characteristics of UNC German Consortium faculty, and the need for continual learning as an instructor.
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Werkander, Harstäde Carina. "Guilt and shame in end-of-life care : the next-of-kin's perspectives." Doctoral thesis, Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap, HV, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-23637.
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Aim: The overall aim of the thesis was to explore and describe the concepts of guilt and shame and gain a greater understanding of the next-of-kin’s experiences of guilt and shame in end-of-life care. Methods: Study I was a qualitative secondary analysis of 47 interviews with next-of-kin searching for experiences of guilt and shame. In study II a semantic concept analysis of the two concepts guilt and shame was performed. In studies III and IV a hermeneutic approach inspired by Gadamer was used to analyze next-of-kin’s experiences of guilt (Study III), and shame (Study IV) in end-of-life care. Main findings: The concept of guilt focus on behaviour and the concept of shame on the influence on the self. The situation of being next-of-kin in end-of-life care involves a commitment to make the remaining time for the loved one as good as possible. When, for some reason, the commitment cannot be accomplished there is a risk that the next-of-kin experience guilt such as not having done enough, not having been together during important events, not having talked enough to each other, or not having done the right things. Aspects such as not having fulfilled a commitment, omission, and being the cause of can be present in these experiences. The guilt experience has a focus on what the next-of-kin has, or has not done. The experiences of shame are also linked to a perception that the remaining time for the loved one should be as good as possible. Shame can occur when the next-of-kin is involved and actually causes harm to the loved one as well as in situations that are beyond their control. Shame that the next-of-kin experience can also emanate from being put in situations by other people. Feelings of inferiority and powerlessness, second order shame, and family conflicts that are brought into the open are experiences of shame found in the studies as well as ignominy, humiliation, and disgrace. The shame experience has a focus on the next-of-kin’s self. Conclusion: The situation of being next-of-kin in end-of-life care is complex and demanding, something that health professionals should be aware of. Acknowledgement of experiences of guilt and shame can help the next-of-kin in their adaptation to the end-of-life situation as a whole and maybe also give useful tools to support next-of-kin during bereavement.
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Moreno, Cyrille. "Analyse littérale des termes dîn et islâm dans le Coran : dépassement spirituel du religieux et nouvelles perspectives exégétiques." Thesis, Strasbourg, 2016. http://www.theses.fr/2016STRAC042/document.
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Notre recherche examine du point de vue théorique et critique l’herméneutique contemporaine et montre que toute compréhension d’un texte n’est pas nécessairement une interprétation. Notre étude modélise ensuite une approche textuelle non-herméneutique et le concept novateur de sens littéral, puis propose une méthodologie rationnelle dite Analyse Littérale du Coran permettant la résolution intratextuelle dudit sens littéral dans le Coran par le Coran. Cet algorithme prend en compte la totalité des éléments sémantiques et des rapports intratextuels et intertextuels ainsi que les limites de la mise en jeu de ces derniers. Nous avons alors réalisé l’analyse exhaustive des termes-clefs dîn et islâm dans le Coran. Les résultats obtenus diffèrent radicalement des productions connues et, outre les implications sur l’histoire du Coran et de ses liens réels avec l’Islam, ils mettent en évidence d’inédits paradigmes d’une théologie coranique inclusive et de nouvelles perspectives exégétiquesOur research examines from a theoretical and critical point of view the contemporary hermeneutics and shows that all comprehension of a text is not necessarily an interpretation. Our study then models a textual non-hermeneutic approach and the innovative concept of the literal meaning and then proposes a rational methodology called The Literal Analysis of the Qur’ân allowing the intratextual resolution of this literal meaning in Qur’ân by the Qur’ân. This algorithm takes into account the totality of the semantic elements and the intratextual and intertextual relations as well as the limits of involving the latter. We have then made a comprehensive analysis of the key terms dîn and islâm in the Qur’ân. The results radically differ from known productions and, besides the implications on the history of the Qur’ân and its real ties with Islam, they reveal novel paradigms of an inclusive qur’anic theology and a new exegetical perspective
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Pierre-Louis, Nadine. "Theory of Conflict Resolution Behavior: Dimensions of Individualism and Collectivism and Perception of Legitimacy of Power and Ideology; a Hermeneutic Comparative Analysis." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/shss_dcar_etd/37.
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Since conflict studies became its own independent field, it has developed rapidly. Some argue conflict researchers must demonstrate that while conflict occurs at different social levels (e.g., inter-personal to international), there must be sufficient common attributes to justify its existence as an independent field. This justification requires formal theory based on a multi-disciplinary approach. Since its introduction in 1964, the substantive Dual Concerns Model (DCM) and subsequent iterations, have provided the basis for instruments used to research conflict management, behavior, mode, and style outside the narrow scope of its original sample group of Caucasian male managers within a large American industrial plant. Instruments based on the DCM were used to represent conflict behavior within, between, and across cultures. An emic theory was expanded to etic theory and used in place of formal theory. Therefore, this theoretical dissertation fills this void and develops formal (etic) theory. This researcher used comparative analysis to examine 187 quantitative studies from a variety of disciplines, with a cumulative sample size from these studies of 63,619 individuals. These studies examined conflict resolution behavior individually or with 274 other variables to provide the framework for developing a formal theory. The finding of this research is the development of the Pierre-Louis Conflict Continuum Model (PCCM), which examines behavior through the dimensions of cultural values, as represented by individualism and collectivism, and legitimacy of power and ideology. This research contributes a new theoretical paradigm to the field of conflict studies.