Dissertations / Theses on the topic 'Interpersonal meaning'
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Morrison, Paul Anthony. "The meaning of caring interpersonal relationships in nursing." Thesis, Sheffield Hallam University, 1991. http://shura.shu.ac.uk/3132/.
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This thesis explores nurses' and patients' perceptions of caring relationships in a hospital context. An attempt is made to discover the meaning these caring relationships have for the nurses who provide care and for the patients who participate in this process. The nurses enter into the caring relationship as voluntary and professional participants. The patients come into hospital because of illness. The relationship entered into is claimed to be a caring relationship yet little is known about the personal experiences of the participants. In the first part of the study the repertory grid technique was used to structure interviews with 25 experienced nurses. Personal constructs were elicited and rated during the interviews. Six major themes emerged from a content analysis of the constructs. These were: personal qualities, clinical work style, interpersonal approach, level of motivation, concern for others, and use of time. The personal cost of caring for the nurses surfaced as a significant aspect of the caring relationship. In the second part of the study 10 nurses and 10 hospitalised patients were interviewed. These were analysed by means of a method grounded in interpretive phenomenology which focuses on the informants' lived experiences. Nine general themes emerged which captured the nurses' experiences of caring relationships. The themes were: patient dependency, patient circumstances, effectiveness, emotional involvement, stress, preparedness, ward constraints, role uncertainty, and personal benefits. The patients' experiences of being cared for were embodied in four general themes quite different from the nurses. The themes were: vulnerability, self-presentation, service evaluation, and other concerns. The thesis provides many details about the perceptions of caring relationships through the exploration of the lived experiences of nurses and patients in hospital. An extended picture of caring relationships in nursing has emerged. The need to take account of both the professional and consumer perspective is emphasised as it highlights important discrepancies between the views of carers and those they care for. Professional carers must be able to understand the patient in order to care in a personalised way and the approach used here demonstrates how this understanding can be achieved. Such an approach could also be used in nursing practice. The findings and methods used here should also be of interest to other helping professions and consumers of health care.
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Kinch, Erin Brinkman. "A Hint of Meaning." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4733/.
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A Hint of Meaning contains a scholarly preface, "Language, Experimentation, and Craft: Creating a Vivid, Continuous Fictional Dream," that discusses the ambiguities of language and how they relate to different aspects of the craft of writing. Six original short stories follow the preface. "Musical Chairs" explores a woman's conflicting emotions about her ex-husband. "Baby Steps" depicts the struggle of a woman against her father's alcoholism. "Go Home Happy" depicts a day in the life of a video store employee. "Bargain Basement Perfection" contrasts the reality of a relationship with an imagined, perfect relationship. "Did You Hear about Donald and Bitsy?" is an experimental piece that tells a story through gossip. "Glass Angels" explores a minister's relationship with his homosexual son and how that relates to the minister's faith.
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Zhang, Dongbing. "Negotiating Interpersonal Meaning in Khorchin Mongolian: Discourse and Grammar." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/22835.
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This thesis describes the interpersonal discourse semantic and lexicogrammatical systems in Khorchin Mongolian based on conversational data within the framework of Systemic Functional Linguistics (SFL). The systems described in this thesis are resources for enacting social relations. They are modelled at the strata of discourse semantics and lexicogrammar. The point of departure of this thesis is interpersonal discourse semantics. Extant descriptions of resources at exchange and move rank (the systems of NEGOTIATION and SPEECH FUNCTION (Martin, 1992)) are expanded to account for the discourse patterns in the Khorchin Mongolian conversational data. The thesis first explores interpersonal resources at the ranks of exchange and move. At exchange rank, it describes the NEGOTIATION system based on patterns of exchange structure. At move rank, it proposes the systems of INTERLOCUTOR POSITIONING and DIALOGIC POSITIONING. INTERLOCUTOR POSITIONING deals with the positioning of interlocutors with respect to their knowledge of the information under negotiation or their responsibility for performing an action. DIALOGIC POSITIONING deals with the positioning of dialogic alternatives in the process of interaction. These discourse semantic systems are then taken as the point of departure for the description of interpersonal systems in lexicogrammar – specifically the major systems of MOOD, PREDICATION, and STANCE. MOOD is concerned with indicative and imperative clauses, PREDICATION with resources realised through the Predicator, and STANCE with the interaction between interpersonal particles and TENSE. This thesis makes two significant contributions. First, it closely examines the relationship between discourse semantic systems at exchange and move rank. The systems developed could potentially be relevant to the description of other languages. Second, it provides a unified account of what has been described under various headings in the traditional descriptions of Khorchin Mongolian, such as clausal syntax, modality, evidentiality, negation and tense. It thus affords an integrated systemic functional description of Khorchin Mongolian interpersonal discourse and grammatical patterns.
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Yang, Yilong Laura. "The analysis of interpersonal meaning of Barack Obama's presidential campaign speeches in 2012." HKBU Institutional Repository, 2013. http://repository.hkbu.edu.hk/etd_ra/1368.
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Wilson, John K. (John Kenneth). "Toward a Critique of the Message Construct in Communication." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc500253/.
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The idea of an inherent structure of meaning in human communication is identified as the message construct. Traces of the construct in textbook models of the basic communication process and in popular magazine images of communication are examined. The argument is raised that objectifying the message has resulted in a paradigm which focuses disproportionately on explicit, representational, and instrumental aspects of communication. An alternative conception is proposed which would take into account implicit, constitutive, and generative aspects.
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Balliram, Usha. "The social and individual construction of meaning : interpersonal and intrapersonal communication in foundation phase learning." Thesis, University of Zululand, 2002. http://hdl.handle.net/10530/1138.
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Submitted in accordance with the requirements for the Degree of Master of Arts in Communication Science at the University of Zululand, South Africa, 2002.In this thesis I present my recommendations regarding the role of organisational communication with particular reference to the social and individual construction of meaning in foundation phase learning. This thesis will demonstrate that the fundamental switch from the traditional educator-centred teaching to learner-centred teaching in Out-comes Based Education requires that both educators and learners be in command of a range of communication strategies in order to construct meaning in the real-world social contexts. I also hi-light the importance of verbal as well as nonverbal communication skills in relation to intra-personal, and interpersonal communication. I encapsulate the vision of teachers and learners who are knowledgeable and multi-faceted, sensitive to environmental issues and able to respond to and act upon the many challenges that society presents. With this in mind I examine an array of forms of communication that learners and educators must be in command of to ensure the success of OBE in the classroom situation. I stress the need for knowledge of verbal as well as nonverbal communication skills to give learners the confidence they need in the social environment In surveying organisational communication I also look at the challenges that educators face in the implementation of the new curriculum I will also reveal that OBE requires a cooperative method of teaching, which allows for democracy in the foundation phase classroom. Learners are allowed to contribute freely in group and class discussions about their daily life experiences and to become independent, literate, numerate and multi-skilled individuals of society. I further recommend a model of organisational communication for foundation phase learning taking into account the kind of learner that is envisaged in OBE.
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Chen, Yumin. "Interpersonal Meaning in Textbooks for Teaching English as a Foreign Language in China: A Multimodal Approach." Thesis, The University of Sydney, 2009. http://hdl.handle.net/2123/5143.
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There is increasing awareness among linguists that discourse analysis inevitably involves analyses of meanings arising from the combination of multiple modes of communication. The evolving multimodal pedagogic environment for teaching English as a foreign language (henceforth EFL), among other communicative contexts, calls for a social, semiotic, and linguistic explanation. Situated within the theoretical landscape of social semiotics and in the pedagogic context of EFL education, the present study aims to elucidate how linguistic and visual semiotic resources are co-deployed to construe interpersonal meaning in multimodal textbooks. The data drawn upon are eighteen EFL textbooks for primary and secondary schooling, published by People’s Education Press between 2002 and 2006. The research design consists of three complementary sub-studies. First, it investigates the ways in which the semantic regions of ENGAGEMENT and GRADUATION can be modelled in multimodal texts, with special reference to the interplay of voices in textbook discourse. The second sub-study analyzes how verbal and visual semiotic resources are co-deployed to construe the ‘emotion and attitude’ goal highlighted in curriculum standards, with a particular focus on verbiage-image relations. Third, it extends the linguistic concept ‘modality’ to multimodal discourse, exploring coding orientation in texts for different educational contexts and between different constituent genres. The main findings of this thesis are as follows: (1) A range of multimodal resources (i.e. labelling, dialogue balloon, jointly-constructed text, illustration and highlighting) are identified as enabling editor voice to negotiate meanings with reader voice and character voice. It is found that the way in which an ENGAGEMENT value can be scaled is strongly associated with the intrinsic property of the given multimodal resource. The interaction between multiple voices is closely related to contact, social distance, and point of view. (2) It is shown that images play an essential role in realizing attitudinal meanings. Together with verbal APPRAISAL resources, visual semiotic features work to position the readers in ways that align them to set pedagogic goals, guiding them in completing jointly-constructed texts. Moreover, an attitudinal shift from an emotional release to a more institutionalized type of evaluation can be identified as students advance through the school years. (3) It is argued that what counts as real in multimodal texts is socially defined and specific to a given communicative context. The nature of pedagogic discourse should be taken into account when visual displays are produced for pedagogic materials. The implications of this study include both theoretical and pedagogic aspects。Theoretically it adapts and extends APPRAISAL analysis to multimodal discourse, exploring the intersemiotic complementarity and co-instantiation in construing global evaluative stance. This semiotic exploration, in return, suggests ways in which discourse analysis may help textbook users better understand and interpret the multimodal features. With the affordances as well as limitations of semiotic resources made explicit, we may have one step further towards a comprehensive and critical understanding of multimodal construal of interpersonal meaning in pedagogic materials.
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Chen, Yumin. "Interpersonal Meaning in Textbooks for Teaching English as a Foreign Language in China: A Multimodal Approach." University of Sydney, 2009. http://hdl.handle.net/2123/5143.
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Doctor of Philosophy(PhD)There is increasing awareness among linguists that discourse analysis inevitably involves analyses of meanings arising from the combination of multiple modes of communication. The evolving multimodal pedagogic environment for teaching English as a foreign language (henceforth EFL), among other communicative contexts, calls for a social, semiotic, and linguistic explanation. Situated within the theoretical landscape of social semiotics and in the pedagogic context of EFL education, the present study aims to elucidate how linguistic and visual semiotic resources are co-deployed to construe interpersonal meaning in multimodal textbooks. The data drawn upon are eighteen EFL textbooks for primary and secondary schooling, published by People’s Education Press between 2002 and 2006. The research design consists of three complementary sub-studies. First, it investigates the ways in which the semantic regions of ENGAGEMENT and GRADUATION can be modelled in multimodal texts, with special reference to the interplay of voices in textbook discourse. The second sub-study analyzes how verbal and visual semiotic resources are co-deployed to construe the ‘emotion and attitude’ goal highlighted in curriculum standards, with a particular focus on verbiage-image relations. Third, it extends the linguistic concept ‘modality’ to multimodal discourse, exploring coding orientation in texts for different educational contexts and between different constituent genres. The main findings of this thesis are as follows: (1) A range of multimodal resources (i.e. labelling, dialogue balloon, jointly-constructed text, illustration and highlighting) are identified as enabling editor voice to negotiate meanings with reader voice and character voice. It is found that the way in which an ENGAGEMENT value can be scaled is strongly associated with the intrinsic property of the given multimodal resource. The interaction between multiple voices is closely related to contact, social distance, and point of view. (2) It is shown that images play an essential role in realizing attitudinal meanings. Together with verbal APPRAISAL resources, visual semiotic features work to position the readers in ways that align them to set pedagogic goals, guiding them in completing jointly-constructed texts. Moreover, an attitudinal shift from an emotional release to a more institutionalized type of evaluation can be identified as students advance through the school years. (3) It is argued that what counts as real in multimodal texts is socially defined and specific to a given communicative context. The nature of pedagogic discourse should be taken into account when visual displays are produced for pedagogic materials. The implications of this study include both theoretical and pedagogic aspects。Theoretically it adapts and extends APPRAISAL analysis to multimodal discourse, exploring the intersemiotic complementarity and co-instantiation in construing global evaluative stance. This semiotic exploration, in return, suggests ways in which discourse analysis may help textbook users better understand and interpret the multimodal features. With the affordances as well as limitations of semiotic resources made explicit, we may have one step further towards a comprehensive and critical understanding of multimodal construal of interpersonal meaning in pedagogic materials.
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McElroy, Sarah Kobielski. "Role of Meaning Making in the Association between Multiple Interpersonal Traumas and Post-Traumatic Adaptation." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1245674525.
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Seishas, Paul C. "The meaning and perceived effects of a spiritual retreat for adolescent males with personal/interpersonal problems." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2387.
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This study was designed with an interest for the healing of emotional distress shared by the disciplines of psychology, philosophy, and spirituality. It sought to merge these disciplines into a coherent therapeutic context for human interaction that could be grounded in the shared human condition, the essential need for meaning, freedom, and relationship. This study also sought to examine the importance of spirituality across the lifespan to the practice of psychotherapy and particularly to explore the spiritual experiences of the adolescent male and discover the meaning and healing effects those experiences have for them, especially those who have experienced significant emotional or relationship difficulties in their lives. Using a phenomenological methodology for the qualitative data analysis, 10 interviews were conducted with young adult males who had participated in a unique spiritual retreat while in high school and during a particularly troubled time in their lives. An exhaustive document review took place. Two distinct phenomena emerged: Lost in Suffering, a state of life prior to the retreat and Found in Redemption: the results of a four day experience of bonding, healing, and transformation, each experience containing five distinct themes. The result is a deep understanding of the lived experience of the participants and a powerful implication regarding the place of spiritual experience in psychotherapeutic healing.
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Doh, Nah-Ree. "EXPERIENCE OF LIVING IN A FOREIGN COUNTRY: MIGRATION AND MEANING MAKING." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1289626379.
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Haig, Edward. "The Influence of Ideology on Aspects of Interpersonal Meaning in a Radio News Bulletin about Youth Crime." 名古屋大学大学院国際言語文化研究科, 2010. http://hdl.handle.net/2237/14796.
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Stenglin, Maree Kristen. "Packaging curiosities : towards a grammar of three-dimensional space." Thesis, The University of Sydney, 2004. http://hdl.handle.net/2123/635.
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Western museums are public institutions, open and accessible to all sectors of the population they serve. Increasingly, they are becoming more accountable to the governments that fund them, and criteria such as visitation figures are being used to assess their viability. In order to ensure their survival in the current climate of economic rationalism, museums need to maintain their audiences and attract an even broader demographic. To do this, they need to ensure that visitors feel comfortable, welcome and secure inside their spaces. They also need to give visitors clear entry points for engaging with and valuing the objects and knowledge on display in exhibitions. This thesis maps a grammar of three-dimensional space with a strong focus on the interpersonal metafunction. Building on the social semiotic tools developed by Halliday (1978, 1985a), Halliday and Hasan (1976), Martin (1992) and Matthiessen (1995), it identifies two interpersonal resources for organising space: Binding and Bonding. Binding is the main focus of the thesis. It theorises the way people's emotions can be affected by the organisation of three-dimensional space. Essentially, it explores the affectual disposition that exists between a person and the space that person occupies by focussing on how a space can be organised to make an occupant feel secure or insecure. Binding is complemented by Bonding. Bonding is concerned with the way the occupants of a space are positioned interpersonally to create solidarity. In cultural institutions like museums and galleries, Bonding is concerned with making visitors feel welcome and as though they belong, not just to the building and the physical environment, but to a community of like-minded people. Such feelings of belonging are also crucial to the long-term survival of the museum. Finally, in order to present a metafunctionally diversified grammar of space, the thesis moves beyond interpersonal meanings. It concludes by exploring the ways textual and ideational meanings can be organised in three-dimensional space.
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Stenglin, Maree Kristen. "Packaging curiosities : towards a grammar of three-dimensional space." University of Sydney. Linguistics, 2004. http://hdl.handle.net/2123/635.
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Western museums are public institutions, open and accessible to all sectors of the population they serve. Increasingly, they are becoming more accountable to the governments that fund them, and criteria such as visitation figures are being used to assess their viability. In order to ensure their survival in the current climate of economic rationalism, museums need to maintain their audiences and attract an even broader demographic. To do this, they need to ensure that visitors feel comfortable, welcome and secure inside their spaces. They also need to give visitors clear entry points for engaging with and valuing the objects and knowledge on display in exhibitions. This thesis maps a grammar of three-dimensional space with a strong focus on the interpersonal metafunction. Building on the social semiotic tools developed by Halliday (1978, 1985a), Halliday and Hasan (1976), Martin (1992) and Matthiessen (1995), it identifies two interpersonal resources for organising space: Binding and Bonding. Binding is the main focus of the thesis. It theorises the way people�s emotions can be affected by the organisation of three-dimensional space. Essentially, it explores the affectual disposition that exists between a person and the space that person occupies by focussing on how a space can be organised to make an occupant feel secure or insecure. Binding is complemented by Bonding. Bonding is concerned with the way the occupants of a space are positioned interpersonally to create solidarity. In cultural institutions like museums and galleries, Bonding is concerned with making visitors feel welcome and as though they belong, not just to the building and the physical environment, but to a community of like-minded people. Such feelings of belonging are also crucial to the long-term survival of the museum. Finally, in order to present a metafunctionally diversified grammar of space, the thesis moves beyond interpersonal meanings. It concludes by exploring the ways textual and ideational meanings can be organised in three-dimensional space.
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Allan, Katrina. "A qualitative study investigating the relationship between the meaning given to women's experiences of childhood sexual abuse and their interpersonal relationships." n.p, 1999. http://ethos.bl.uk/.
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Kamstra, Suret. "The use of names and embedded meanings as a therapeutic technique to mediate social adjustment and interpersonal efficiency." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-11132007-121114/.
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Allan, Katrina. "A qualitative study investigating the relationship between the meaning given to women's experiences of chidlhood sexual abuse and their interpersonal relationships." Thesis, Open University, 1999. http://oro.open.ac.uk/57918/.
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Objectives: - Research in the field of meaning and trauma has failed to examine how interpersonal factors might impact on how people come to understand their experience of childhood sexual abuse, or how this meaning might change over time. This research aimed to develop a greater understanding of the meaning women develop for their experience of childhood sexual abuse over the course of their lives. A further aim was to investigate the ways in which interpersonal factors might impact on the meaning derived for these experiences and to investigate whether these meanings impacted on relationships with others. Design: - The study employed a qualitative research paradigm using a grounded theory methodology. Method: - Sixteen female participants were sought. They were recruited from selfhelp organisations and NHS mental health services. Face to face interviews were conducted using a semi-structured interview schedule. The interviews aimed to develop a greater insight into participants' current and past understandings of the abuse, explanations for changes in meaning over time (if applicable), the influence of interpersonal relationships on the meaning of the abuse, the influence of the meaning of the abuse on interpersonal relationships and the nature of the support desired to help participants manage these meanings. Results: - Participant responses were analysed using aspects of the grounded theory method. Categories and themes were generated from the data. The data suggests that different meanings were given to the experience of sexual abuse in childhood and adolescence when compared to the current time. In particular, most of the participants interviewed reported 'self-blame' and 'the self as bad or wrong' in childhood and adolescence whereas current meanings were more likely to be characterised by'perpetrator blame. The impact of the meaning of the abuse on interpersonal relationships, and the impact of interpersonal relationships on the meaning of the abuse, also differed between childhood, adolescence and the current time. In childhood and adolescence, most participants described feeling disconnected from others. In contrast, many participants reported fearing rejection and feeling worthless in relation to others in adulthood. Relationships with others were also reported to both modify and confirm abuse-related meanings, particularly in adulthood. The data generated suggests that the changes in meaning reported over time resulted from interpersonal life events and experiences, such as having children or forming close relationship with others. Conclusions and Implications: - A tentative theoretical framework was developed from participants' responses to the research questions. This incorporated the difference in meanings that were given to the experience of childhood sexual abuse in childhood and adolescence when compared to the current time, and the relationship between these meanings and interpersonal relationships. A theoretical account was also developed to account for the changes in meaning given to participants' experiences of abuse from childhood and adolescence to adulthood. Methodological and conceptual issues in the research have also been addressed and suggestions made for further research. Implications for clinical practice are considered.
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Kanganas, Alec P. "Familiarity with task and its effect on the way children negotiate for meaning, and provide and use implicit negative feedback." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/728.
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This research involves an examination of the effects that familiarity with a task may have on the way young ESL children negotiate for meaning, and provide and use implicit negative feedback to each other. The focus of this research is the interactions that occur between pairs of young primary school children between the ages of 7.0 to 8.6 years. Two studies were carried out. The first study investigated the effect of familiarity with a type of task, whilst the second examined the effects of familiarity with the content (or subject domain). A stratified random sampling procedure was used to select 40 ESL children (20 girls and 20 boys) from a primary school in Perth, Western Australia. Strategies of negotiation (as outlined by Long, 1983), and patterns of interaction (as outlined by Oliver, 1995b, 2000) were used to analyse the interactions between the children after having worked through two different types of tasks, a one way task and a two way task for each study. Half the tasks were made familiar (i.e., either type or content) to the children, while the other half were kept unfamiliar. Results from the studies suggest that familiarity has a significant effect on the way children negotiate for meaning, and their provision and use of implicit negative feedback. The frequency of negotiation and the provision of implicit negative feedback increases when working on unfamiliar tasks. However, only the familiar dyads were able to use a substantial proportion of this feedback when it was provided to them.
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Engel, Eric Paul. "Polysemy, Plurality, & Paradigms: The Quixotic Quest for Commensurability of Ethics and Professionalism in the Practices of Law." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4886.
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According to many, the legal industry is currently suffering from a professionalism problem. The following dissertation is a response to the question, "What can be done about incivility in the practice of law in Florida?" It begins by exploring the literature examining ethics and professionalism, specifically focusing on the role communication plays in the production and reification of patterns of meaning and action. After contextualizing the professionalism problem socio-culturally and historically, the dissertation next provides an overview of some relevant aspects of the Coordinated Management of Meaning (a theoretical communication framework employed to help make sense of the existing state of affairs) and examines how legal scholars and practitioners can begin to communicate their way out of the problem. Following the literature review, the dissertation outlines four research questions and addresses the study's use of the World Cafe design principles and methodology for examining the "professionalism problem." Finally, the dissertation concludes by relating four key findings and an observation as well as addressing five ways in which the research has practical and theoretical implications.
In embracing CMM to analyze the conversational patterns and practices of law as they relate to ethics and professionalism, this research theoretically aligns primarily with the sociocultural tradition with some critical and cybernetic overtones. While there are many ways one might examine the professionalism problem, CMM offers an exemplary lens with which to both analyze the problem and proffer a discursive pathway out of the problem. From a communication perspective, the problematics of ethics and professionalism in the practice of law can be understood to originate in the inherent polysemy of language and the incommensurability of moral orders deriving from alternative forms of communication.
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Lee, Sook Hee. "The use of interpersonal resources in argumentative/persuasive essays by East-Asian ESL and Australian tertiary students." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/1285.
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Abstract This thesis explores the use of the interpersonal resources of English in argumentative/persuasive essays (APEs) constructed by undergraduate international students from East-Asian regions (EAS), in particular, Japan, South Korea and Taiwan, and also by Australian-born English speakers (ABS). High-graded essays (HGEs) were compared with the low-graded essays (LGEs) in order to identify the relationship between their deployment of interpersonal features and the academic grades given by markers. In addition, the essays constructed by the EAS writers were compared with those written by ABS writers. A major complaint of academic staff about ESL Asian students concerns their lack of analytical, critical voice and formality in their arguments. The linguistic evidence for this explored in this thesis is based mainly on interpersonal systems of interaction and evaluation recently developed within Systemic Functional Linguistics (SFL) (Iedema et al., 1994; Iedema, 1995, 2003, 2004; Martin, 2000a, 2003c; White, 1998, 2004; Martin and Rose, 2003; Macken-Horarik and Martin, 2003; Martin and White, 2005). Within interaction, the thesis draws on work dealing with the metaphorical realisations of commands in a bureaucratic administration context. Evaluation is based on appraisal theory, which is concerned with the linguistic inflection of the subjective attitudes of writers, and also their evaluative expressions and intersubjective positioning. In order to explore the use of interpersonal resources from a perspective of writer and reader interaction, this study incorporates a social interactive model derived from ‘Interaction in writing’ alongside Bakhtin’s (1981, 1986) dialogic literacy. Under this broad interdisciplinary approach, the interpersonal aspects in APEs are examined from three main perspectives: Interactive (schematic structures), Interactional (the metaphorical realisation of commands), and InterPERSONAL meanings (the three main appraisal systems: ATTITUDE, ENGAGEMENT, and GRADUATION). The sample comprised six overseas students and six Australian-born native English speakers. They were all participants in the English for Academic Purposes class in the Modern Language Program offered by a regional university in southern New South Wales. These students were required to write APEs as a part of their course. Discourse analysis was applied to the essays at the genre, discourse semantic and the lexico-grammatical levels. Interviews were undertaken with markers to identify the relationship between text analysis results and markers’ comments on the essays and the grades. The results indicated that students’ use of interpersonal resources is a good indicator for judging quality of APEs. The analysis reveals significant differences in the extent to which HGEs are interactive by showing awareness of audience in argument structure, and making interactional choices focusing on command and interPERSONAL choices of appraisal systems. These differences are reflected in the use both of strategies of involvement by being interactional, and strategies displaying distance by being formal. The differences are also reflected in the presentation of personal opinions by being evaluative and of intersubjective claims supported by evidence. While there were no significant differences between the EAS and ABS writers in terms of the argument structure, ABS texts are more interactional, having a high degree of authority and conviction characterised by a formal tone. ABS writers also display a stronger voice through frequent exploitation of GRADUATION resources of appraisal. Overall, it can be said that while EAS students display problems with raising their own voices in argument, ABS students display problems in supporting persuasion. Educational implications for English for Academic Purposes (EAP) writing curriculum design include the desirability of enhancing a context-sensitive approach in writing, raising audience awareness of language teachers in relation to the interpersonal use of English, and promoting the dialogic nature of argument by reconciling individual creativity with social voices and community conventions.
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Lee, Sook Hee. "The use of interpersonal resources in argumentative/persuasive essays by East-Asian ESL and Australian tertiary students." University of Sydney, 2006. http://hdl.handle.net/2123/1285.
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Doctor of Philosophy (PhD)Abstract This thesis explores the use of the interpersonal resources of English in argumentative/persuasive essays (APEs) constructed by undergraduate international students from East-Asian regions (EAS), in particular, Japan, South Korea and Taiwan, and also by Australian-born English speakers (ABS). High-graded essays (HGEs) were compared with the low-graded essays (LGEs) in order to identify the relationship between their deployment of interpersonal features and the academic grades given by markers. In addition, the essays constructed by the EAS writers were compared with those written by ABS writers. A major complaint of academic staff about ESL Asian students concerns their lack of analytical, critical voice and formality in their arguments. The linguistic evidence for this explored in this thesis is based mainly on interpersonal systems of interaction and evaluation recently developed within Systemic Functional Linguistics (SFL) (Iedema et al., 1994; Iedema, 1995, 2003, 2004; Martin, 2000a, 2003c; White, 1998, 2004; Martin and Rose, 2003; Macken-Horarik and Martin, 2003; Martin and White, 2005). Within interaction, the thesis draws on work dealing with the metaphorical realisations of commands in a bureaucratic administration context. Evaluation is based on appraisal theory, which is concerned with the linguistic inflection of the subjective attitudes of writers, and also their evaluative expressions and intersubjective positioning. In order to explore the use of interpersonal resources from a perspective of writer and reader interaction, this study incorporates a social interactive model derived from ‘Interaction in writing’ alongside Bakhtin’s (1981, 1986) dialogic literacy. Under this broad interdisciplinary approach, the interpersonal aspects in APEs are examined from three main perspectives: Interactive (schematic structures), Interactional (the metaphorical realisation of commands), and InterPERSONAL meanings (the three main appraisal systems: ATTITUDE, ENGAGEMENT, and GRADUATION). The sample comprised six overseas students and six Australian-born native English speakers. They were all participants in the English for Academic Purposes class in the Modern Language Program offered by a regional university in southern New South Wales. These students were required to write APEs as a part of their course. Discourse analysis was applied to the essays at the genre, discourse semantic and the lexico-grammatical levels. Interviews were undertaken with markers to identify the relationship between text analysis results and markers’ comments on the essays and the grades. The results indicated that students’ use of interpersonal resources is a good indicator for judging quality of APEs. The analysis reveals significant differences in the extent to which HGEs are interactive by showing awareness of audience in argument structure, and making interactional choices focusing on command and interPERSONAL choices of appraisal systems. These differences are reflected in the use both of strategies of involvement by being interactional, and strategies displaying distance by being formal. The differences are also reflected in the presentation of personal opinions by being evaluative and of intersubjective claims supported by evidence. While there were no significant differences between the EAS and ABS writers in terms of the argument structure, ABS texts are more interactional, having a high degree of authority and conviction characterised by a formal tone. ABS writers also display a stronger voice through frequent exploitation of GRADUATION resources of appraisal. Overall, it can be said that while EAS students display problems with raising their own voices in argument, ABS students display problems in supporting persuasion. Educational implications for English for Academic Purposes (EAP) writing curriculum design include the desirability of enhancing a context-sensitive approach in writing, raising audience awareness of language teachers in relation to the interpersonal use of English, and promoting the dialogic nature of argument by reconciling individual creativity with social voices and community conventions.
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Harkness, Christopher. "Partnerships : an opportunity to restore meaning to the 'human' in human services." University of Western Australia. Social Work and Social Policy Discipline Group, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0069.
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This research study is about partnership working in the human services using community mental health as a context. The purpose of this type of research has relevance today as governments at all levels in Australia are adopting partnerships as social policy tools to address social problems. The rationale for these policies appears to be based on recognition that large social problems require holistic responses through the working together of multiple agencies. However despite the volumes of material about the programmatic means for enacting partnerships I found little which attended to the micro practices of partnership. The lack of guidelines on how to engage in partnership becomes problematic as partnerships in social service contexts have complexities and can be difficult to enact. Moreover actors may feel undermined when it is taken for granted that they have the necessary knowledge and skills to enact partnerships. A case study is conducted on how partnerships are enacted within Bethany Outreach Services, a pseudonym used to represent a psychosocial support service in the Perth metropolitan area. Semi-structured in-depth interviews are conducted with seven participants engaged in a partnership within community mental health. The literature is analysed for its contribution to the critical question of how to do partnership. Case examples are utilised to contextualise key principles of partnership. Key elements of theoretical perspectives are applied as a way to better understand how partnerships might work better. Narratives from the literature and the experiences of people as seen through this case study are examined to arrive at some key elements of partnership. Despite their complexities partnerships provide an opportunity for actors to engage their humanity and build relationships based on human qualities such as respect, communication and the sharing of resources. These qualities build social capital, which can be developed in new partnership contexts to address new problem domains. It is through these qualities that partnerships might give meaning to the 'Human' in Human Services.
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Busby-Sham, Choy Claire Annette. "Interpersonal trust in teacher-student relationships, meaning for Black students (14-16 years) of Caribbean background in secondary schools in the greater Toronto area." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0001/NQ41597.pdf.
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Poynton, Cate McKean. "Address and the Semiotics of Social Relations." Thesis, The University of Sydney, 1991. http://hdl.handle.net/2123/2297.
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This thesis is concerned with the realm of the interpersonal: broadly, those linguistic phenomena involved in the negotiation of social relations and the expression of personal attitudes and feelings. The initial contention is that this realm has been consistently marginalised not only within linguistic theory, but more broadly within western culture, for cultural and ideological reasons whose implications extend into the bases of classical linguistic theory. Chapter 1 spells out the grounds for this contention and is followed by two further chapters, constituting Part I: Language and Social Relations. Chapter 2 identifies and critiques the range of ways in which the interpersonal has been conventionally interpreted: as style, as formality, as politeness, as power and solidarity, as the expressive, etc. This chapter concludes with an argument for the need for a stratified model of language in order to deal adequately with these phenomena. Chapter 3 proposes such a model, based on the systemic-functional approach to language as social semiotic. The register category tenor within this model is extended to provide a model of social relations as a semiotic system. The basis for the identification of the three tenor dimensions, power, distance and affect, is the identification of three modes of deployment or realisation of the interpersonal resources of English in everyday discourse: reciprocity, proliferation and amplification. Parts II and III turn their attention to one significant issue in the negotiation of social relations: address. The focus is explicitly on Australian English, but there is considerable evidence that most if not all of the forms discussed in Part II occur in other varieties of English, especially British and American, and that some at least of the practices discussed in Part III involve the same patterns of social relations with respect to the tenor dimensions of power, distance and affect. Because most varieties of contemporary English do not have a set of options for second-person pronominal address, as is the case in many of the world's languages, English speakers use names and other nominal forms which need to be described. Part II is descriptive in orientation, providing an account of the grammar of VOCATION in English, including a detailed description of the nominal forms used. Chapter 4 investigates the identification and functions of vocatives, and includes empirical investigations of vocative position in clauses and vocative incidence in relation to speech function or speech act choices. Chapter 5 presents an account of the grammar of English name forms, organised as a paradigmatic system. This chapter incorporates an account of the processes used to produce the various name-forms used in address, including truncation, reduplication and suffixation. Chapter 6 consists of an account of non-name forms of address, organised in terms of the systemic-functional account of nominal group structure. This chapter deals with single-word non-name forms of address and the range of nominal group structures used particularly to communicate attitude, both positive and negative. Part III is ethnographic in orientation. It describes some aspects of the use of the forms described in Part II in contemporary address practice in Australia and interprets such practice using the model of social relations as semiotic system presented in Part I. The major focuses of attention is on address practice in relation to the negotiation of gender relations, with some comment on generational relations of adults with children, on class relations and on ethnic relations in nation with a diverse population officially committed to a policy of a multiculturalism. Part III functions simultaneously as a coda for this thesis, and a prologue for the kind of ethnographic study that the project was originally intended to be, but which could not be conducted in the absence of an adequate linguistically-based model of social relations and an adequate description of the resources available for address in English.
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Poynton, Cate McKean. "Address and the Semiotics of Social Relations." University of Sydney, 1991. http://hdl.handle.net/2123/2297.
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Doctor of PhilosophyThis thesis is concerned with the realm of the interpersonal: broadly, those linguistic phenomena involved in the negotiation of social relations and the expression of personal attitudes and feelings. The initial contention is that this realm has been consistently marginalised not only within linguistic theory, but more broadly within western culture, for cultural and ideological reasons whose implications extend into the bases of classical linguistic theory. Chapter 1 spells out the grounds for this contention and is followed by two further chapters, constituting Part I: Language and Social Relations. Chapter 2 identifies and critiques the range of ways in which the interpersonal has been conventionally interpreted: as style, as formality, as politeness, as power and solidarity, as the expressive, etc. This chapter concludes with an argument for the need for a stratified model of language in order to deal adequately with these phenomena. Chapter 3 proposes such a model, based on the systemic-functional approach to language as social semiotic. The register category tenor within this model is extended to provide a model of social relations as a semiotic system. The basis for the identification of the three tenor dimensions, power, distance and affect, is the identification of three modes of deployment or realisation of the interpersonal resources of English in everyday discourse: reciprocity, proliferation and amplification. Parts II and III turn their attention to one significant issue in the negotiation of social relations: address. The focus is explicitly on Australian English, but there is considerable evidence that most if not all of the forms discussed in Part II occur in other varieties of English, especially British and American, and that some at least of the practices discussed in Part III involve the same patterns of social relations with respect to the tenor dimensions of power, distance and affect. Because most varieties of contemporary English do not have a set of options for second-person pronominal address, as is the case in many of the world's languages, English speakers use names and other nominal forms which need to be described. Part II is descriptive in orientation, providing an account of the grammar of VOCATION in English, including a detailed description of the nominal forms used. Chapter 4 investigates the identification and functions of vocatives, and includes empirical investigations of vocative position in clauses and vocative incidence in relation to speech function or speech act choices. Chapter 5 presents an account of the grammar of English name forms, organised as a paradigmatic system. This chapter incorporates an account of the processes used to produce the various name-forms used in address, including truncation, reduplication and suffixation. Chapter 6 consists of an account of non-name forms of address, organised in terms of the systemic-functional account of nominal group structure. This chapter deals with single-word non-name forms of address and the range of nominal group structures used particularly to communicate attitude, both positive and negative. Part III is ethnographic in orientation. It describes some aspects of the use of the forms described in Part II in contemporary address practice in Australia and interprets such practice using the model of social relations as semiotic system presented in Part I. The major focuses of attention is on address practice in relation to the negotiation of gender relations, with some comment on generational relations of adults with children, on class relations and on ethnic relations in nation with a diverse population officially committed to a policy of a multiculturalism. Part III functions simultaneously as a coda for this thesis, and a prologue for the kind of ethnographic study that the project was originally intended to be, but which could not be conducted in the absence of an adequate linguistically-based model of social relations and an adequate description of the resources available for address in English.
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Samuelsson, Märta, and Luise Guse. "Constructions of identities in Kenya : A Discursive analysis regarding the Communicative meaning of Identity building in Interpersonal Communication and Mass media among young adults in Nairobi." Thesis, Linnéuniversitetet, Institutionen för samhällsvetenskaper, SV, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-9271.
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Kenya har i många sammanhang varit den ledande nationen i Östafrika men när det kommer till en gemensam nationell identitet ligger landet långt efter sina grannländer. Gällande t ex kultur, traditioner eller vem man gifter sig med har istället den etniska identiteten en större betydelse för de Kenyanska medborgarna. Betydelsen av stamtillhörighet har genom historien bidragit till oroligheter mellan olika etniciteter inom landet, den senaste och mest förödande uppstod i och med presidentvalet i december 2007. Stamtillhörighetens betydelse ligger till grund för denna uppsats; vi undersökte den kommunikativa meningen av identitetsskapandet i interpersonell kommunikation och massmedia bland unga vuxna i Nairobi. Vi ville med andra ord ta reda på hur man genom diskurs skapar konstruktioner och uppfattningar om sin identitet. Teorier vi valt att basera vår studie på är Newcomb’s triangulära kommunikationsmodell och Westley och McLean’s masskommunikationsmodell. Vi diskuterar relationen mellan kommunikation och makt, socialkonstruktivism och de teoretiska begreppen identitet, etnocentrism och förställda gemenskaper. Metoder vi använt oss av är kvalitativa gruppintervjuer och innehållsanalys. Resultatet är analyserat utifrån ett diskursanalytiskt perspektiv. Vi kom fram till att den kenyanska identitetsdiskursen kännetecknas av betydelsen av den etniska tillhörigheten, vilken är mer central än den nationella tillhörigheten
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Pagà, Peris Roger. "Money, rituals, and self-control: essays on consumer behaviour." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/397800.
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The present thesis focuses on three topics within the domain of consumer behavior: self-regulation, the psychological consequences of money, and consumption rituals. The first chapter, devoted to self-regulation, presents a new moderator for the ego depletion effect: velocity feedback. Velocity feedback refers to the perceived speed at which a goal is attained. Three laboratory experiments show that fast velocity feedback can prevent the ego depletion effect and that slower-than-expected velocity feedback can create the ego depletion effect. The second chapter, devoted to the psychological consequences of money, explores the surprising relationship between reminders of money abundance and life meaningfulness. Two laboratory experiments show that individuals who have been reminded of money report having a more meaningful life. This relationship is shown to be fully mediated by self-esteem. The third chapter, devoted to consumption rituals, explores the effect of sharing a consumption ritual on interpersonal attraction. Two laboratory experiments show that when people follow a consumption ritual, they evaluate others who follow the same ritual more positively: an appreciation effect. The appreciation effect was found to be partially mediated by one's feelings of pride, and moderated by whether the target person enjoys the product associated to the ritual.Esta tesis se centra en tres temas de la literatura sobre comportamiento del consumidor: la auto-regulación, las consecuencias psicológicas del dinero, y los rituales de consumo. El primer capítulo, dedicado a la auto-regulación, presenta un nuevo moderador para el efecto de ego depletion: velocity feedback. Se entiende por velocity feedback la rapidez percibida con la que se alcanza una meta u objetivo. Tres experimentos de laboratorio muestran que el efecto de ego depletion puede ser neutralizado por una velocity feedback elevada pero generado por una velocity feedback más lenta de lo previsto. El segundo capítulo, dedicado a las consecuencias psicológicas del dinero, explora la sorprendente relación entre los recordatorios de abundancia de dinero y el sentido de la vida. Dos experimentos de laboratorio muestran que los individuos a quienes se les ha activado el concepto de abundancia de dinero reportan que su vida tiene más sentido. Esta relación está completamente mediada por la autoestima. El tercer capítulo, dedicado a los rituales de consumo, explora el efecto que compartir un ritual de consumo tiene en la atracción interpersonal. Dos experimentos de laboratorio muestran que la gente que sigue un ritual de consumo evalúa a otros que también lo siguen más positivamente. Este efecto está parcialmente mediado por los sentimientos de orgullo, y moderado por el hecho de si la otra persona disfruta o no el producto asociado al ritual.
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Falbe, Sandra. "Fictional orality in the German television series "Türkisch für Anfänger" and its translations into Romance languages: the expression of emotionality." Doctoral thesis, Universitat Pompeu Fabra, 2015. http://hdl.handle.net/10803/348885.
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El presente estudio se propone investigar el significado interpersonal del lenguaje y su papel en la cultura de los medios de comunicación actuales. Con este fin se examinará un corpus de textos audiovisuales formado por la comedia de situación alemana Türkisch für Anfänger y de sus traducciones a las lenguas románicas como el catalán y el francés.
El análisis se basa en la transcripción multimodal de los primeros episodios de la sitcom, e incluye tanto la transcripción de los códigos verbales como de los paraverbales y no verbales (gestos, expresiones faciales, cinematografía, etc.).
Para analizar el significado interpersonal en los diferentes niveles narrativos (extradiegético e intradiegético), el estudio parte de la teoría de la valoración, recientemente aplicada en los estudios de traducción.The present study aims to explore the role of interpersonal layers of meaning in the current media culture of distance. With this aim in mind, we examine a corpus of audiovisual texts composed of the German sitcom Türkisch für Anfänger and its translations into Romance languages such as Catalan and French. The analysis is based on a multimodal transcript of the first episodes including not only the verbal context but also paraverbal, nonverbal (gestures, facial expressions, etc.) and shooting details. In order to explain the interpersonal layers on the extradiegetic and intradiegetic level of narration in film we draw on the theoretical framework of appraisal theory which in recent years has been applied to translation studies.
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Yuni, Windarti Penchan Sherer. "The meanings of gifts and favors for sexual behavior among youth in dating relationships in Sleman, Daerah Istimewa Yogyakarta, Indonesia /." Abstract, 2007. http://mulinet3.li.mahidol.ac.th/thesis/2550/cd400/4838033.pdf.
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Hanna, Nilsson, and Dahlqvist Jennie. "Framgångsrika kvinnors kommunikativa strategier : En kvalitativ intervjustudie om kommunikativa strategier vid interpersonell kommunikation mellan högt uppsatta kvinnor och deras manliga kollegor." Thesis, Linnéuniversitetet, Institutionen för medier och journalistik (MJ), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45354.
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Women are being elevated into more leadership roles in society - roles that have long been primarly held by men. Women are also rising within male-dominated professions, and recent studies indicate that more women are being placed in key management positions. In order to gain credibility in leadership, women must find a management style that exudes authority, but also corresponds with the expectations of appropriate female behavior within masculine organizational contexts. In examining women in roles that are traditionally held by men, we conducted an interview-study to investigate and analyze the communication strategies of female managers in male-dominated companies. The study included analysis of communication strategies used by women as compared to their male colleagues. We note that research in this area has previously been done, but there has been a fairly limited focus examining only female communication strategies. Our study shows that the women use a variety of communication strategies, rather than a single strategy, and the main conclusion we can draw is that the women are proficient in changing communication strategies and methods depending on their audience. The study also shows an unexpected fact that goes against the published research on female communication in typically male dominated roles: Women in male-dominated professions choose to take on the communication style of men, using straight, simple and factual communication, rather than detailed, less direct communication styles generally associated with women.
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BIANCHI, ILARIA. "Il ragionamento mentale e la condivisione dei significati: fattori di sviluppo e fattori interpersonali che influiscono sulla comprensione degli altri in età prescolastica." Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/313.
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La capacità di capire la mente e di predire il comportamento in età prescolastica si basa su concetti mentali o i bambini capiscono gli altri costruendo significanti nell'interazione senza elaborare una formale teoria della mente – TOM? Studio 1: l'analisi coi modelli di Rasch delle performance di 141 bambini alla versione italiana della TOM Scale (Wellman, Liu, 2004) rileva la sequenza: desideri – credenze – emozioni. I risultati vengono letti nei termini della crescente capacità dei bambini a considerare prospettive diverse, e non solo in termini di sviluppo concettuale. Sudio 2: la codifica delle interazioni di 72 bambini nel gioco di finzione (con una griglia appositamente costruita) mostra un progresso nella costruzione collaborativa dei significati solo parzialmente associato alle abilità TOM e individua nella calma un correlato del successo TOM. studio 3: dall'intervista di 36 madri emerge un legame tra mindfulness materna e calma dei bambini, e tra mind-mindedness e mentalità psicologica materne e capacità di ragionamento mentale dei bambini. La letteratura e i risultati del presente lavoro portano a riconoscere che l'esperienza interpersonale sostiene lo sviluppo del ragionamento mentale e suggeriscono che future valutazioni della capacità di capire la mente coinvolgano più direttamente i bambini di quanto facciano gli attuali strumenti formali.Do preschoolers need mental concepts in order to reason and predict behavior, or do they construe meaning within interactions and do not need to build formal theories of mind - ToM? In study 1, the Rasch analysis of 141 children's performances on the Italian version of the ToM Scale (Wellman, Liu, 2004) shows a progression of understanding from desire, to belief to emotion. Results are discussed in terms of children's increasing experience at dealing with different perspectives that interacts with conceptual development. In study 2, the observation of 72 preschoolers' dyadic play interactions (coded with an exhaustive scheme developed ad-hoc) shows progress in children's collaborative construction of meaning, partially independent from abilities measured by the ToM Scale, and finds calmness as a correlate of ToM success. In study 3, the interview of 36 mothers reveals that maternal mindfulness is related to children's calmness and that maternal mind- and psychological mindedness are associated with children's facility at reasoning about the mental world. The theoretical review and empirical evidence collected lead to recognizing the role played by interpersonal and interactive experiences in framing mental reasoning, and suggest that future research measure social understanding in more participative, subjective situations than current formal assessment.
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Tavares, Maristela Rivera. "Manifestações de emoção nas relações interpessoais em um curso on-line." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/13703.
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Previous issue date: 2014-12-03This study aims at investigating how professor-tutors and students from a discipline in the Technology Distance Course in Management Process from a private education institution show manifestations of affection through interpersonal relations in digital distance learning contexts, i.e., in the discussion forums messages and chats, personal interaction moments and dialogic movements. The theoretical framework includes the complexity as defended by Morin (1990, 1995, 1999, 2000, 2005, 2008), Moraes and Valente (2008), Moraes and Navas (2010), Moraes (2004a, 2004b, 2008, 2010), Mariotti (2007), La Torre (2010) and Maturana (1998); the concepts of online interaction according to Moore (1989, 1993); Anderson (2003, 2008) and Valente (2005, 2009, 2011); the attributes related to emotions, feelings and affection in Education and Distance Education as proposed by (Maturana, 1998), Wallon (1971, 1995), Moraes (2008) and Wosnitza and Volet (2005); the Systemic- Functional Grammar as stated by Martin and White (2005), Ramos (1997), Eggins (1994), Halliday (1985) and Almeida (2010). For this research study, considered a case study (JOHNSON, 1992; NUNAN, 1992; Yin, 1984), the first step was to collect all posted messages from discussion forums and chats from two disciplines of the mentioned course. The next step was to select and categorize the messages containing lexical-grammar items through which the attitudinal meanings of affection were revealed. The results showed that 13.59% of the messages posted included affection attitude meanings (mostly positive) in their content. Among these messages, 51.58% came from discussion forums and 71.60% were posted by students. Lastly, this study aims at contributing not only to teacher and tutor education, but also to the practice of online course design
Este trabalho tem por objetivo investigar como professores-tutores e alunos de uma turma do Curso Superior de Tecnologia em Processos Gerenciais a distância de uma instituição privada de ensino manifestam significados de afeto nas relações interpessoais estabelecidas em contextos digitais de educação a distância, mais especificamente, nas mensagens de fóruns de discussão e chats, momentos de interação pessoal e movimentos dialógicos. O referencial teórico incluiu a complexidade de Morin (1990, 1995, 1999, 2000, 2005, 2008), Moraes e Valente (2008), Moraes e Navas (2010), Moraes (2004a, 2004b, 2008, 2010), Mariotti (2007), La Torre (2010) e Maturana (1998); os conceitos de interação on-line segundo Moore (1989, 1993), Anderson (2003, 2008) e Valente (2005, 2009, 2011); os atributos relacionados às emoções, aos sentimentos e à afetividade na Educação e na Educação a Distância de acordo com (Maturana, 1998), Wallon (1971, 1995), Moraes (2008) e Wosnitza e Volet (2005); a Gramática Sistêmico-Funcional à luz de Martin e White (2005), Ramos (1997), Eggins (1994), Halliday (1985) e Almeida (2010). Para esta pesquisa, caracterizada como estudo de caso (JOHNSON, 1992; NUNAN, 1992; Yin, 1984), o primeiro passo foi coletar todas as postagens dos fóruns de discussão e dos chats de duas disciplinas do curso em questão. O passo seguinte foi selecionar e categorizar as mensagens que continham itens léxicogramaticais por meio dos quais os significados atitudinais do afeto se revelavam. Os resultados mostraram que 13,59% das mensagens postadas continham significados atitudinais de afeto (em sua maioria, positivos) em seu conteúdo. Dessas mensagens, 51,58% provinham de fóruns de discussão e 71,60% foram postadas por alunos. Por fim, este trabalho tem a intenção de contribuir não só para a área de formação de professores e professores-tutores como também para a prática do desenho de cursos on-line
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Queiroz, Rodrigo Nascimento de. ""Eu pensei que ia sair daqui falando ingl?s": um estudo sist?mico-funcional sobre pap?is sociais atribu?dos por alunos de um curso de Letras/Ingl?s." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16246.
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Previous issue date: 2012-11-30Research in the area of teacher training in English as a Foreign Language (CELANI, 2003, 2004, 2010; PAIVA, 2000, 2003, 2005; VIEIRA-ABRAH?O, 2010) articulates the complexity of beginning teachers classroom contexts aligned with teaching language as a social and professional practice of the teacher in training. To better understand this relationship, the present study is based on a corpus of transcribed interviews and questionnaires applied to 28 undergraduate students majoring in Letters/English emphasis, at a public university located in the interior of the Western Amazon region, soliciting their opinions about the reforms made in the curriculum of this Major. Interviews and questionnaires were used as data collection instruments to trace a profile of the students organized in Group 1, with freshmen and sophomore undergraduates who are following the 2009 curriculum, and Group 2, with junior and senior undergraduates who are following the 2006 curriculum. The objectives are to identify, to characterize and to analyze the types of pronouns, roles and social actors represented in the opinions of these students in relation to their teacher training curriculum. The theoretical support focuses on the challenge of historical and contemporary routes from English teachers initial education programs (MAGALH?ES; LIBERALLI, 2009; PAVAN; SILVA, 2010; ALVAREZ, 2010; VIANA, 2011; PAVAN, 2012). Our theoretical perspective is based on the Systemic Functional Grammar of Halliday (1994), Halliday and Hasan (1989), Halliday and Matthiessen (2004), Eggins (1994; 2004) and Thompson (2004). We focus on the concept of the Interpersonal meaning, specifically regarding the roles articulated in the studies by Delu (1991), Thompson and Thetela (1995), and in the Portuguese language such as Ramos (1997), Silva (2006) and Cabral (2009). Moreover, we ascribe van Leeuwen s (1997; 2003) theory of Representation of Social Actors as a theoretical framework in order to identify the sociological aspect of social actors represented in the students discourse. Within this scenario, the analysis unfolds on three levels: grammatical (pronouns), semantic (roles), and discursive (social actors). For the analysis of interpersonal realizations present in the students opinions, we use the computational program WordSmith Tools (SCOTT, 2010) and its applications Wordlist and Concord to quantify the occurrences of the pronouns I, You and They, which characterize the roles and social actors of the corpus. The results show that the students assigned the following roles to themselves: (i) apprentice to express their initial process of English language learning; (ii) freshman to reveal their choice of Major in Letters/English emphasis; (iii) future teacher to relate their expectations towards a practicing professional. To assign the roles to professors in the major, the students used the metaphor of modality (I think) to indicate the relationship of teacher training, while they are in the role of a student and as a future teacher. From these evidences the representation of the students as social actors emerges in roles such as: (i) active roles; (ii) passive roles and (iii) personalized roles. The social actors represented in the opinions of the students reflect the inclusion of these roles assigned to the actions expressed about their experiences and expectations derived from their teacher training classroom
Pesquisas na ?rea de forma??o de professores de ingl?s como l?ngua estrangeira (CELANI, 2003, 2004, 2010; PAIVA, 2000, 2003, 2005; VIEIRA-ABRAH?O, 2010) dimensionam a complexidade de contextos da sala de aula de forma??o inicial em aliar o ensino da l?ngua com a pr?tica social e profissional do futuro professor. Como forma de fornecer subs?dios para a compreens?o dessa rela??o, a presente pesquisa baseia-se em um corpus composto de entrevistas transcritas de 28 alunos de um Curso de Letras/Ingl?s (CLI) de uma universidade p?blica localizada no interior da Amaz?nia Ocidental e suas opini?es acerca da reformula??o do curr?culo do curso. Os instrumentos de coleta de dados utilizados foram entrevistas e question?rios para tra?ar o perfil dos alunos do CLI concentrados em Grupo 1, com os alunos do 1? e 3? per?odos do curr?culo de 2009, e o Grupo 2, com os alunos do 5? e 7? per?odos do curr?culo de 2006. Os objetivos propostos buscam identificar, caracterizar e analisar os tipos de pronomes, os pap?is e os atores sociais representados nas opini?es dos alunos em rela??o ao curr?culo de sua forma??o inicial. O aporte te?rico enfoca os desafios do percurso hist?rico e contempor?neo dos programas de forma??o inicial de professores de l?nguas (MAGALH?ES; LIBERALLI, 2009; PAVAN; SILVA, 2010; ALVAREZ, 2010; VIANA, 2011; PAVAN, 2012). Para a perspectiva te?rica e anal?tica, apoiamo-nos na Gram?tica Sist?mico-Funcional (GSF) de Halliday (1994), Halliday e Hasan (1989), Halliday e Matthiessen (2004), Eggins (1994; 2004) e Thompson (2004). Focamos no conceito da Interpessoalidade, especificamente acerca dos pap?is abordados por Delu (1991), Thompson e Thetela (1995), e trabalhos em l?ngua portuguesa como os de Ramos (1997), Silva (2006) e Cabral (2009). A Teoria da Representa??o dos Atores Sociais de van Leeuwen (1997; 2003) contempla a base te?rica para identificarmos o car?ter sociol?gico dos atores sociais representados no discurso dos alunos. Com este panorama, o percurso proposto para an?lise percorre tr?s n?veis principais: os pronomes (n?vel gramatical), os pap?is (n?vel sem?ntico) e os atores sociais (n?vel discursivo). Para a an?lise das marcas interpessoais presentes nas opini?es dos alunos, utilizamos o programa computacional WordSmith Tools (SCOTT, 2010), e suas ferramentas Wordlist (Lista de Palavras) e Concord (Concordanciador) para quantificar as ocorr?ncias dos pronomes: Eu, Voc? e Eles, que permitam caracterizar os pap?is e os atores sociais no corpus. Os resultados demonstram que os alunos atribuem a si mesmos os seguintes pap?is: (i) aprendiz para expressar o processo inicial de seu aprendizado com o ingl?s; (ii) ingressante na licenciatura para expor suas escolhas em cursar Letras/Ingl?s; (iii) futuro professor para relacionar suas expectativas com a pr?tica profissional. Para atribuir os pap?is aos professores e o curso, os alunos utilizam a met?fora de modalidade, Eu acho que para marcar as rela??es da forma??o inicial como aluno e futuro professor. Destas evid?ncias emergem os atores sociais representados pelos alunos em: (i) pap?is ativos; (ii) pap?is passivos e (iii) pap?is personalizados. Esses atores sociais representados nas opini?es dos alunos refletem a inclus?o dos pap?is atribu?dos para as a??es expressas acerca das experi?ncias e expectativas oriundas da sala de aula de sua forma??o
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Lin, Wei-Fang, and 林瑋芳. "Shall “We” Talk? –The Psychological Meaning of We Pronoun in Interpersonal Interaction." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/56601281359797704711.
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博士國立臺灣大學
心理學研究所
102
Relational-focus and shared identity are important concepts in interpersonal processes and have positive impact on relationship functionings and personal health. Recently, researchers from language studies suggested that the use of the first-person plural pronoun (“we”) could be used as an implicit marker of relational-focus and shared identity. However, the relationships between the use of “we” pronoun and relationship satisfaction were unstable. Thus, clarification of possible moderating mechanisms are called for. Based on the perspective of ego-system and eco-system motivations, the current research argued that the interpersonal goals would moderate the relationships between “we” pronoun use and adjustment indices. Five studies with different operationalizations of the eco- and ego-motivation systems including self-affirmation priming, manipulations of approach and avoidance motivations, expression of gratitude, and individual differences measures, were adopted to examine this proposed moderation effect. Dyadic interactions between couples across various communication contexts were observed and their dialogues were recorded, transcribed, and then analyzed by LIWC. Results confirmed that interpersonal motivations moderated the relationships between “we” pronoun uses and adjustment indices as predicted. More specifically, for those who hold eco-system motivation perspective, the more they used “we” pronoun in various communication contexts, the better relationship satisfaction and psychological adjustment they achieved. In contrast, for individuals with ego-system motivation, “we” pronoun positively correlated with negative outcomes. The current research confirmed the proposed moderation mechanism and further supported that language markers could be effective indices of implicit psychological processes. Empirical and theoretical implications are also discussed.
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Hsiu-Yeh, Chan, and 詹秀葉. "The meaning formaions of the children''s interpersonal experiences about peer rejection." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/03943433998725875132.
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碩士國立新竹師範學院
國民教育研究所
88
The aims of this study are to find out what interpersonal experiences the rejected children have, and to explore the meanings they constructed from those experiences. To realize what happened in children life, the researcher understands their relationship with parents, teachers and classmates from children’s view, then have some ideas about the rejected children how do they feel? What do they think about? What is the behind meaning of their behavior? The researcher collected the information of the field observation with qualitative method, such as: individual interview, classroom observation and document analysis, 2 members in the researcher’s class were invited to be the key informants of this study. After collecting, data was separated and integrated, then shown in narrative analysis theory. In due to the researcher is still a teacher during the procedure, and the field is the classroom, which the teacher is familiar in daily life. However, some problems are waiting to solve, for example, the conflicts came from different roles and the dilemma of ethic issues. After continually tried and made error, I understood the active meaning about a teacher to be a researcher and it’s clearer to know the children and the teacher have so different viewpoints. At the results, I show a student’s life first by a teacher’s viewpoint, the child’s character of behavior and teacher’s impressing about a rejected child are included. Next, I show his active strategy about how did he feel, act and think about others when his classmates rejected him. Finally, I find out his interpersonal context and try to explicate the experience.
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Tao, Yong-pei, and 陶詠霈. "Exploring The Meaning and Practice of Interpersonal Communication: A Study of Stephen Chow's Fans." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/00424668161612752299.
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碩士世新大學
口語傳播學研究所
98
The research is designed to understand how the fans communicate with each other. This paper aims to analyze Stephen Chow’s fans for example and focuses on their interpersonal communication, from a rhetorical perspective. What is the fans’ self- identity? What are their rhetorical visions? These are the focused questions of this research. Based on the symbolic convergence theory (SCT), the study finds out the perspectives as well as the interaction of Stephen Chow’s fans, and realizes the process of their self- identity to community- identity by fantasy theme analysis. Research results show that fans’ self- identitity and rhetorical visions are influenced by the positive values as “kindness/ goodness” and “happiness” in the films. They would have the sense of humor and overcome difficulties because of the nonsense performances in the movies. For them, either meeting Stephen Chow or seeing his movies could take them the values as “kindness/ goodness” and “happiness”. No matter Stephen Chow plays what kind of roles, his fans can always catch the message, which is “ I want to be a good guy from now on. ” In conclusion, all the things of representation and reproduction, and process of the fans’ self- identity to community- identity is the meaning of interpersonal communication. The practice/ praxis of communication mean the interaction of fans’ do and the life attitude, which we should always keep in mind.
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Van, Zyl Francois Nicolaas. "Reframing diagonostic labels as interpersonal metaphors : a social constructionist perspective." Thesis, 2009. http://hdl.handle.net/10500/3358.
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Research indicates that the number of individuals diagnosed with neurological, learning
and psychiatric disorders has shown a sharp increase in recent years. An increasing
acknowledgement of the importance of narratives and discourses in constructing social
reality has stimulated much debate on the consequences of diagnosing individuals with
such diagnostic labels. The aim of this study was to explore the ways in which such
individuals construct meaning from their experiences of adapting to their diagnostic
labels by reframing them as interpersonal metaphors. In service of this aim, a social
constructionist epistemology was adopted and discourse analysis was used to analyse the
results from three participants’ interview data. The results indicate that participants
managed to construct meaning from their experiences with their diagnostic labels through
a reframing process that serve to promote positive perceptions of self in relation to others.
Furthermore, this meaning-construction process appears to be a reflective and
interactional one, in that it relies on a negotiation of meanings between people in a
retrospective fashion.Psychology
M.A. (Clinical Psychology)
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Niu, Chen-Chun, and 牛貞君. "A study on Interpersonal Intimacy and Meaning of Life among the Senior Veterans in Institution." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/84749169645960136070.
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碩士長榮大學
護理學系碩士班
102
The purpose of this study was to investigate the factors that influence interperonsal intimacy and meaning of life among the senior veterans. Cross-sectional research with convenience sampling was used to select 120 senior veterans from three veteran institutions,where were located in Sourth area. Structured questionnaires included the demographic characteristics, Interpersonal Intimacy Scale and Meaning in Life Sheet. Data was computed using SPSS / PC 20.0 software package. Analysis methods were descriptive analysis, independent sample t test, one-way ANOVA, and multiple regression. The results showed:(1)Insitution of senior veterans got 55.6±13.1 score on the interpersonal intimacy and 17.9±4.3 on meaning of life, they had a moderate level of interpersonal intimacy and meaning of life.(2)Insitution of senior veterans reported the highest score on the emotional support, and self-disclosure is the lowest.(3)the way senior veterans live, residential institution, religion, and relationship between relatives and friends have a significant difference in interpersonal intimacy for senior veterans. (4)There was significant a positive correlation between education, health status, and interpersonal intimacy of the senior veterans; significant negative correlation between residence times, interpersonal intimacy were found.(5)Significant difference in meaning of life to relationship between relatives and friends.(6)There was significant a positive correlation between education, health status, interpersonal intimacy, interpersonal intimacy on four domains, and meaning of life of the senior veterans; significant negative correlation between residence times, meaning of life were found.(7)Relatives, friends, perceived of residence times, communication accepted and emotional support were derminate of meaning of life, accounted for 37.7% of the variance. The results could provide information to understand the relationships between interpersonal intimacy and meaning of life for senior veterans in insitution. The findings could be also used as a reference for professionals and manager care the senior veterans in institution. Thus, it makes senior veterans face their old age postitively.
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Kamstra, Susara Johanna. "The use of names and embedded meanings as a therapeutic technique to mediate social adjustment and interpersonal efficiency." Diss., 2007. http://hdl.handle.net/2263/29458.
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This research project explores and describes how names and embedded meanings might be utilized as a therapeutic technique in order to mediate social adjustment and interpersonal efficiency. The subjective feeling of success that a person experiences in different areas of life is closely related to the quality of interpersonal relationships that underlie satisfactory interaction with other people. It is the researcher’s opinion that a person’s name almost equals a personal life prophecy and that any name could be a means to mould the client’s life script onto more favourable pathways, because the embedded meaning of a name might contribute to the client’s level of self-knowledge which is necessary for healthy, meaningful relations with others. With the rationale of this research study in mind, the research problem was formulated as follows: How can names and embedded meanings be utilized as a therapeutic technique to mediate social adjustment and interpersonal efficiency? Critical questions that emerged were: What are the underlying psychological constructs that guide the use of names and embedded meanings as a therapeutic technique? How can embedded meanings of names contribute to the different components inherent to sound social adjustment and interpersonal efficiency? Can names and embedded meanings be successfully utilized as a therapeutic technique to enhance social adjustment and interpersonal efficiency? A mixed method approach of qualitative as well as quantitative research was used for the purpose of this study, and interpretivism was the preferred epistemology. A non-experimental mode of inquiry was implemented at the hand of a single case study. Multiple data gathering methods were employed, which included: a well observed intake interview, a pre- and post-test at hand of the Interpersonal Relations Questionnaire, research participant-reflection during a structured interview with a number of stimulus-questions and informal observations and conversations. As enhanced social adjustment, interpersonal efficiency and growth in certain areas were obtained by means of using names and their embedded meanings as a therapeutic technique, the hypothesis of this study could be accepted and supported.Dissertation (MEd (Educational Psychology))--University of Pretoria, 2007.
Educational Psychology
MEd
unrestricted
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Tseng, Han-Ying, and 曾涵霙. "My World and Me -- Transitions and Developments of First-Time Mothers’ Interpersonal Relation and Meaning in Life." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/35892906867398140870.
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碩士國立東華大學
諮商與臨床心理學系
100
The purpose of this study was to explore first-time mothers’ experience, the relationship with their families and meaning in life during the process from pregnancy through childbirth. The data were collected by depth interviewing with twelve primiparas at the 36th week of pregnancy, the first three days and the first three months after childbirth, then analyzed by thematic analysis method. The major findings were these participants suffered stress caused by social-cultural value and the image of perfection, however, physiological symptoms and emotional states during pregnancy and childbirth could help them to prepare the motherhood and get more intimate with their parents, but tend to turn tense and opposite with their parents-in-law. Besides, the more husbands involved in the parenting, the closer marital relationship became. The period of pregnancy and childbirth made first-time mothers change their attitude toward lives, but it was hardly to share their happiness and toughness with friends who were childless or unmarried. Discussion and suggestions for consult and future research were provided based on the findings of this study.
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Guan, Xiaowen. "Face and facework in well-meaning clashes how Americans manage face threatening acts in intercultural communication /." Diss., 2008.
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Wang, Yirong, and 王藝容. "The study of self-concept, meaning of life and interpersonal relationships among students of educational universities in Taipei city." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/38397808200432746002.
Full textAbstract:
碩士國立臺北教育大學
生命教育與健康促進研究所
99
The purpose of this study was to understand self-concept, meaning of life, and interpersonal relations among students of educational universities in Taipei city, the difference of self-concept, meaning of life, and interpersonal relations under different demographic factors, the relationship between self-concept, meaning of life, and interpersonal relations, and the predictive factors of interpersonal relations. The target populations of this study were based on all the College of Education, Humanities and Arts, and Science students of educational universities in 99th school year of Taipei City. The questionnaire survey was used 630 students from 3 educational universities in Taipei City, which were sampled by PSS (Proportionate Stratified Sampling). Totally, 563 valid questionnaires were collected. The valid reply rate was 89%. The main findings of the study were as follow: 1. The score of the students’ self-concept, meaning of life, and interpersonal relations were ranged from moderate to high level. 2. The results showed that female students got higher scores than male ones on “self-concept”. There was a significant difference among different year on “meaning of life”, freshmen got higher scores than sophomores on “self-concept”, and junior students got higher scores than senior students on “interpersonal relations”. There was a significant difference among different college on “self-concept” and College of Education students got higher scores than College of Science students on “meaning of life”. Attended life education related curriculum students got higher scores than no attended life education related curriculum students on “self-concept”, “meaning of life”, and “interpersonal relations”. 3. There were significant positive correlations between any two among these three variables of self-concept, meaning of life, and interpersonal relations. 4. Self-concept and meaning of life can effectively predict 56.3% of the interpersonal relations, with the most predictable variable in social self. Finally, based on the results of the research, suggestions were provided as references to universities and colleges to implement the life education related curriculum, and encourage students to attend the curriculum.
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Chu, I.-wen, and 朱伊文. "The study on the correlation of the attachment relation, interpersonal relation, and the meaning of life of higher-grade students in elementary schools." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/89706727914642636943.
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碩士南華大學
生死學研究所
96
This study attempts to use survey to explore students’ attachment, ability of interpersonal interaction , and the meaning of life in elementary school. The subjects in the study include 364 students of the higher grades in elementary school. The result of the survey is analyzed and presented by the descriptive statistics, one-way MANOVA (Multi-variant Analysis of Variance), and canonical correlation. Based on the data analyses, the findings (results) of the study are summarized as follows: 1. The attachments of students of the higher grades in elementary school, according to the ranking from the most priority to the least priority, is from mother attachment, peer attachment, to father attachment. 2. The interpersonal relation of students of the higher grades in elementary school, according to the ranking from the best to the worst, is from the relationship with friends, the relationship with families, the relationship with classmates, to the relationship with teachers. 3. The meanings of life degree of students of the higher grades in elementary school, according to the ranking from the most priority to the least priority, is from face the challenge courageously, the expectation to the future, the fervor to the life, the sense of autonomy, to the goal of life. 4. The attachment of the girls of the higher grades in elementary school has a higher quality than the boys. The students of the higher grades in elementary school, who have democratic or indulgent parents have a higher quality of father attachment or mother attachment than who have authoritative parents. 5. The students of the fifth grade have better relationship with families and with teachers than the sixth grade .The girls of the higher grades in elementary school have better relationship with classmates, with friends , with families , and with teachers than the boys. The students of the higher grades in elementary school, who have democratic parents have better relationship with families than the who have authoritative parents. 6. The students of the fifth grade have higher meaning of life in the sense of autonomy, the fervor to the life, face the challenge courageously, and the goal of life than the sixth grade. The girls of the higher grades in elementary school have higher goal of life than the boys. The students of the higher grades in elementary school who living in Taichung City have higher goal of life than who live in Taichung County. 7. The students of the higher grades in elementary school have positive correlation among father attachment, mother attachment, peer attachment, and the relationship with classmates , the relationship with friends, the relationship with families, the relationship with teachers. The students of the higher grades in elementary school have positive correlation among father attachment, mother attachment, peer attachment, and the sense of autonomy, the fervor to the life, face the challenge courageously, the expectation to the future, and the goal of life. The students of the higher grades in elementary school have positive relationship among the relationship with classmates ,the relationship with friends, the relationship with families, the relationship with teachers, and the sense of autonomy, the fervor to the life, face the challenge courageously, the expectation to the future, the goal of life. According to the result of the survey, the study aims to provide some further suggestions for parents, teachers, educational administrators, and the later researchers.
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Su, Yuan-Yuan, and 蘇圓圓. "The Effects of Life Education-integrated Music Curriculum on Arts and Humanity Domain to the Elementary Fourth Grade Students’ Meaning of Life and Interpersonal Relation." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/53050259242784063306.
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碩士國立臺北教育大學
音樂學系碩士班
98
The purpose of this research is to design life education-integrated music curriculum on arts and humanity domain and to study the effects of life education-integrated music curriculum on fourth grade student’s meaning of life and interpersonal relation. A quasi-experimental design was used with two classes of pupils in Kaohsiung. By a judgment sampling procedure, two fourth grade classes were assigned to the experiment group and the control group. The experiment group (n=33) participated in a fourteen-week, total 30 hours, integrated curriculum. The control group (n=35) was the same as the experiment group in grade and school. But they received no such intervention. “The Meaning of Life and Interpersonal Relation Scale” for fourth grade students as the instrument was used both before and after the intervention to realize the effects of life education-integrated music curriculum. Quantitative data was analyzed with one way covariance (ANCOVA). Qualitative data from participation work, comment sheets, interview and the feedback by the parents was content analyzed to explore the intervention effect. The major findings of this study were described as follows： 1. The design and implementing of life education-integrated music curriculum on arts and humanity domain a. Life education-integrated music curriculum on arts and humanity domain was designed according to the concepts of life education and music curriculum. The experience-sharing life education skill was taken as teaching model. Meaning of life and interpersonal relation are the principle content of the curriculum. b. For the process of implementing of life education-integrated music curriculum, teacher should correct program and teaching method according to students’ reaction. Understanding differences among each individual child with an open-minded attitude is an important key to get the effect of research. 2. The effects of life education-integrated music curriculum on fourth grade student’s meaning of life and interpersonal relation a. After the intervention, there is no immediate and significant effect on improving meaning of life of experimental group in the total “Meaning of Life Scale”, but there is a significant difference in “Acceptance of Sufferings and Death Sub-Scale” between the experimental and control group. It reveals the effect of life education-integrated music curriculum on fourth grade student’s acceptance of sufferings and death. b. After the intervention, there is no immediate and significant effect on improving interpersonal relation of experimental group in the total “Meaning of Life Scale”, but there is a significant difference in “Relationship with Family Sub-Scale” between the experimental and control group. It reveals the effect of life education-integrated music curriculum on fourth grade student’s relationship with family. 3. The researcher has learned the Self-developing and ability improving a. Through the study, researcher has promoted the ability of designing curriculum. b. Researcher is a teaching and participant of Shared Experience in Life Education. Students are also my mentor of Life. Based on the above findings, constructive suggestions are provided for the school educators and music teachers for implementing life education in the further.
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Liou, Shiang-wen, and 劉香妏. "A Study on the Influence of Distinct Orientation Life Education Classes on the Concept of Self, Interpersonal Relationships, and Meaning of Life for Senior High School Students." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/62411347613619685974.
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Ρηγάλου, Χριστίνα. "Γλωσσικές διεργασίες στη γνωσιακή ψυχοθεραπεία : ανάλυση λόγου γνωσιακών συνεδριών και ανάδειξη γλωσσικών μοτίβων στο πλαίσιο της ψυχοθεραπείας σύμφωνα με τη συστημική λειτουργική γλωσσολογία." Thesis, 2014. http://hdl.handle.net/10889/8295.
Full textAbstract:
Η γνωσιακή ψυχοθεραπεία είναι ένα είδος θεραπείας που στηρίζεται στην παραδοχή ότι οι σκέψεις των ανθρώπων είναι εκείνες που επηρεάζουν τη συμπεριφορά και τα συναισθήματά τους. Πρόκειται για μια επικοινωνιακή περίσταση με βασικό της εργαλείο το λόγο. Στην παρούσα διπλωματική εργασία θελήσαμε να εξετάσουμε διεξοδικά τη χρήση της γλώσσας στο συγκεκριμένο ψυχοθεραπευτικό πλαίσιο. Πιο συγκεκριμένα, σκοπός της διπλωματικής εργασίας ήταν η εξέταση των γλωσσικών επιλογών που συντελούνται στο πλαίσιο της γνωσιακής ψυχοθεραπείας και ο βαθμός στον οποίο αυτές οι επιλογές επηρεάζουν τη θεραπευτική σχέση και τη χρήση των θεραπευτικών τεχνικών. Για την επίτευξη αυτού του σκοπού, υιοθετήθηκε η οπτική της συστημικής λειτουργικής γλωσσολογίας, σύμφωνα με την οποία η γλώσσα αποτελεί πόρο νοήματος σε συνάρτηση με το κοινωνικό- πολιτισμικό περιβάλλον. Δόθηκε έμφαση στη διαπροσωπική διάσταση της γλώσσας, επομένως η γνωσιακή ψυχοθεραπεία αντιμετωπίστηκε ως ένα είδος διάδρασης. Το διαπροσωπικό νόημα της γλώσσας είναι εκείνο που μας επιτρέπει να αντιληφθούμε τους ομιλιακούς ρόλους που επιλέγουν οι μετέχοντες στο θεραπευτικό πλαίσιο, τα χαρακτηριστικά τους και τη μεταξύ τους σχέση. Όσον αφορά το μεθοδολογικό πλαίσιο, έγινε ανάλυση λόγου σε αποσπάσματα από γνωσιακές συνεδρίες που αφορούσαν όλα τα στάδια της θεραπείας. Χρησιμοποιήθηκαν δύο μεθοδολογικά εργαλεία: το σύστημα Λειτουργίας του Θεραπευτικού Λόγου (system of Therapeutic Speech) και το σύστημα της Αποτίμησης. Το σύστημα Λειτουργίας του Θεραπευτικού Λόγου προέκυψε από τη σύνθεση των βασικών σημείων δανεισμένων από δύο διαπροσωπικά γλωσσολογικά συστήματα, το διαπροσωπικό σύστημα (Interpersonal System) των Halliday & Hasan (1989) και το σύστημα των Γλωσσικών Λειτουργιών (system of Speech Function) των Halliday and Matthiessen (2004) σε συνδυασμό με την τυπολογία του Labov (1997). Τα αποτελέσματα της ανάλυσης λόγου ανέδειξαν γλωσσικά μοτίβα που διέπουν το θεραπευτικό λόγο γενικά, καθώς και γλωσσικά μοτίβα που αφορούν ειδικά το γνωσιακό ψυχοθεραπευτικό λόγο. Επιπλέον, τα αποτελέσματα έδειξαν ότι οι γλωσσικές επιλογές των μετεχόντων φαίνεται να διαμορφώνουν τη μεταξύ τους σχέση και να συμβάλουν στη χρήση των θεραπευτικών τεχνικών.Cognitive psychotherapy is a type of therapy based on the premise that people's thoughts are those that affect their behavior and feelings. It is a communicative circumstance with discourse as its main tool. In the present thesis we wanted to examine in detail the use of language in that particular psychotherapeutic context. More specifically, the thesis’ goal was the investigation of the language choices that occur in the context of cognitive psychotherapy and the extent to which those choices affect the therapeutic relationship and the use of therapeutic techniques. To achieve this goal, the perspective of Systemic Functional Linguistics was adopted, according to which language is a resource of meaning in relation to the socio-cultural environment. Emphasis was given at the interpersonal dimension of language therefore cognitive psychotherapy was treated as a kind of interaction. The interpersonal meaning of language is that which allows us to understand the speech roles chosen by participants in the therapeutic context, their characteristics and their interrelationship. Concerning the methodological framework, a discourse analysis of extracts from cognitive sessions, involving all stages of treatment, took place. Two methodological tools were used: the System of Therapeutic Speech and the Appraisal System. The System of Therapeutic Speech resulted from the synthesis of main elements adopted from two linguistic systems, the Interpersonal System of Halliday & Hasan (1989) and the system of Speech Function of Halliday and Matthiessen (2004) in combination with Labov’s typology (1977). The results of discourse analysis revealed linguistic patterns governing the therapeutic discourse in general as well as linguistic patterns specific to the discourse of cognitive psychotherapy. Furthermore, the results showed that the linguistic choices of the participants seem to shape their relationship and contribute to the use of therapeutic techniques.
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Genot, Santjie. "Narrative theory, post-modernism and the self." Thesis, 1996. http://hdl.handle.net/10500/16837.
Full textAbstract:
The current vast sociocultural shift from Modernism to PostModernism forms the backdrop to this study. Whenever paradigm shifts occur, the metaphors which depict human experience and identity also change. The mechanistic metaphors of Modernism are giving way to metaphors derived from art and literature, in particular narrative theory. Self, as one of the most pivotal notions in philosophy, literature, and psychology, should not be excluded from this process of reconceptualisation. As the point of intersection between the personal and the cultural, the notion of Self now needs to bereformulated to become more coherent with Post-Modernist ideas. Within this framework the Modernist notion of a Self which is unified, substantial, and stable across all contexts,
is deconstructed in this study to reveal the linguistic and ideological codes and conventions which are used in its
construction. It is proposed that the Self can be viewed as embedded in relationship with others and as inscribed by the prevailing cultural ideologies regarding personhood. As such the Self can be regarded as held together reflexively by narrative codes and conventions. These ideas are demonstrated in an analysis of two written self-narratives and applied to the conventions and practices in psychotherapy.Psychology
D.Litt. et Phil. (Psychology)
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Hsieh, I.-hsuan, and 謝怡萱. "The Meanings of the Elementary School Inclusive Experiences on the Interpersonal Adjustment of Junior High School students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/49718370015231424216.
Full textAbstract:
碩士國立臺南大學
特殊教育學系碩士班
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The purpose of this study is to explore junior high school students’ interaction with their disable and typical peers, along with the points of view about human differences and to study how this specific experiences would take place in the junior high school interpersonal adjustment. Based on semi-structural interviews with five junior-high-students who had enrolled in inclusive classes in elementary level, as well as interviews with their parents, and teachers or peers in junior high school, and supported with the collected data. To summarize the meanings of the elementary school inclusive experiences on the interpersonal adjustment of junior high students, they appeared to have the following characteristics: 1. Treating peers with disabilities with positive attitude and behavior. 2. Due to the different points of view towards peers with disabilities, the participants might experienced pressure from typical peers. 3. The interaction with disabled or disadvantaged peers depended on the personal beliefs, interpersonal relationship, and the object personal’s peer stauts. 4. In the past six years of elementary inclusive class, the positive and supportive atmosphere, the exist of disabled peers, less classmates in a room, no exchange of classes, and less of experienced dealing with complicated interpersonal problems, might influence the participants’ interpersonal relationship and the ability of adapting to the environment. 5. The positive influence among the personal values and characteristics developed from the past inclusive experiences are: ability to appreciate human differences, a generous heart, more patient, higher empathy, and ability to admire other’s excellence. 6. Compared with other peers, the participants’ different experiences from the elementary school might influence their adaption of the interpersonal relationship within typical peers.
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Zolot, Amy. "The interpersonal processes of care and social support in heterosexual mid-life couples an investigation of symbolic meanings, and interpretations of normative marital interactions /." 1999. http://catalog.hathitrust.org/api/volumes/oclc/45220279.html.
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Geslin, Nicole Francoise. "Language, ideology and control : a functional linguistic investigation into the language of literary criticism." Thesis, 1996. http://hdl.handle.net/10500/16844.
Full textAbstract:
This study uses the framework of systemic functional grammar to
conduct the stylistic investigation of extracts from two texts of
literary criticism written by F.R. Leavis and Paul de Man. The
aims of the study are:
i) to identify the characteristic features of the type of text
known as professional literary criticism, and interpret the
ideological significance of the textual features thus
identified;
ii) to identify the characteristic features of two specific
registers of literary criticism, liberal humanist criticism
and deconstruction, and interpret the relationship between
linguistic and ideological variation -as exemplified in the
texts which are analysed- and power.
The features which make systemic functional grammar a powerful
tool in stylistic analysis are identified, and a review of the
applications of systemic grammar to text analysis is presented. A
model of the relationship between text and context is presented,
and its key terms and their relationship (discourse, ideology,
genre, register, language) are discussed.
The analysis of extracts from literary critical texts is conducted
according to the three main features of the context of situation
as identified in systemic grammar: field (subject matter of the
discourse), tenor (participants in the discourse) and mode (medium
of the discourse).
Finally, the study considers the implications and applications of
the conclusions drawn, particularly those that relate to the
academic institution within which literary critical texts are
produced and read.Linguistics and Modern Languages
D. Litt. et Phil. (Linguistics)