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1
Rohman, Diane. "Journeys." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1930.
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Li, Wenmin School of Arts UNSW. "Journey." Awarded by:University of New South Wales. School of Arts, 2005. http://handle.unsw.edu.au/1959.4/23936.
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???Journey??? as a term in the dictionary, indicates a distance covered in travelling, usually by land, from one place to another. In my paper, ???journey??? becomes equal to life experience, consisting of time, space or place, and thoughts. I see my life as a linear journey, made up of many points, in different time and space, facing diverse scenes, causing various emotions, and creating distinct relationships with the world. My project deals with time, space and thoughts in my life???s journey. I have turned to the space of everyday life in order to explore its shifting physical, social and psychological dimensions. This is where I would locate my work in relation to Contemporary Art, where the relationship between the inner and outer world, between private and public, between art and everyday, are also the key issues. These are my truly personal experience of my stay in Australia, where I have been provided an opportunity to experience the differences in various ways. Since all experiences take place in time and space, the two categories provide a comprehensive framework, in which my thoughts have a place to occur and develop. In my real life experience, what I have been through is not only to confront the conflicts and the uneasiness, but also to understand the differences, and then to accept and get used to these until I have harmony in my heart.
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Martinsen, Suzann. "JOURNEY." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3335.
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In my drawings and animation, I create a representation of a culture that is instilled in me, yet foreign. The work is inspired from a childlike perspective to depict a personal primitive experience with the Korean culture. The subtleties of the animations are meant to reflect the quiet nature of Asian paintings and to allow the viewer to experience and interpret it as they choose. I want others to see without hearing words in an already noisy world.M.F.A.
Department of Art
Arts and Humanities
Studio Art and the Computer MFA
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Bordoloi, Mita. "Journey." Thesis, Southern Illinois University at Edwardsville, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1571631.
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Evenson, Suzanne Claire. "Journeys." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299785528.
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Smith, Allison M. "Journee." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1381956342.
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McGaugh, Michael. "Journey." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2344.
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My art explores the traditional elements of line, value, and texture. I use pencil and charcoal to create my drawings, and use the computer to alter and enhance my photographs. I also explore the relationships created through the combination of traditional and digital processes. Through the process of drawing, scanning, and layering images on the computer, I reveal details created by the contrast of these media. My goal is to successfully combine and balance traditional art practices with digital technology.
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Taylor, Anne. "Sentimental Journey/Winter Journey: Araki Nobuyoshi's Contemporary Shishōsetsu." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13310.
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Senchimentaru na tabi fuyu no tabi or Sentimental Journey/Winter Journey, a photobook created and published by photographer Araki Nobuyoshi in 1991, documented two highly personal events of the photographer's life. The first section consists of twenty-two images of Araki's 1971 honeymoon with his wife Yōko Aoki, while the second section features ninety-one images and an essay documenting the last six months of Yōko's life in 1989-90. This thesis measures SJ/WJ against a Japanese literary tradition invoked by Araki in his opening manifesto: the shishōsetsu. A genre of writing from the early 1900's that read like a confessional or personal diary, the shishōsetsu was regarded as a `true' story insofar as it revealed a totally transparent `author' within a totally transparent `text.' Given these criteria, this thesis determines the success of Araki's SJ/WJ as a true-to-life autobiography.
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Barker, Hazel. "A journey to learn about journeys : a practical examination of the nature of the relationship between the change manager and his change project." Thesis, University of Salford, 2000. http://usir.salford.ac.uk/26562/.
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This research is concerned with finding out about the nature of the relationship between the change manager and the change project. An action learning approach to the investigation and analysis was adopted throughout in order to achieve a 'practitioner's perspective' in a range of inter-related learning environments. The research tracks the progress of six change managers. To attempt to minimise the variables, six smaller organisations (i.e. those employing fewer than 250 employees) from the manufacturing and production sector were recruited; all were based within a 20 mile radius; and all were attempting to change to meet the key indicators of a national performance standard from a similar starting point. Please see Table 1 below for further details. From the work with the change managers and the action learning set, all of whom acted as co-researchers during the analysis phase, some conclusions were drawn. The most significant being that the relationship between the change manager and the change project could be described as being essentially symbiotic in its nature, insofar as the change project impacted directly and indirectly upon the change manager, and the change manager's direct and indirect actions influenced the degree of success of the change project. From the conclusions drawn, and as might be considered to befit an action learning approach to research, a practical solution was proposed for achieving more successful organisational change outcomes - a framework to enable the change manager to develop, within the context of the demands of the change project. The framework was not intended to be a constant, but rather a guide for action. Some conclusions were also drawn about the form of the development which might be required by those advising on change, as a consequence of the findings.
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Zhang, Yan. "A settler colonial and feminist study of the journeys in Oscar and Lucinda, Gilgamesh, journey to the stone country and the swan book." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2509.
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This thesis investigates how four contemporary Australian novels, Peter Carey’s Oscar and Lucinda, Joan London’s Gilgamesh, Alex Miller’s Journey to the Stone Country and Alexis Wright’s The Swan Book, through adopting innovatively the journey motif and structure, deal with the impact of Australia’s colonial past on the country’s race and gender relationships. These journey stories variously represent Australian colonial history, explore the subjects of white guilt and settler unbelonging, and envisage an apocalyptic future for Australia. For my examination of the novels, I draw on elements of settler colonial and feminist theories, while also referring to Joseph Campbell’s and Evans Lansing Smith’s scholarship on the hero journey for the close reading of race and gender embodied in the novels. I argue that the selected novels, by means of three journeys or three phases of a journey, expose and challenge oppressive dualistic ideologies, such as white and black, male and female, the imperial centre and the empire periphery, human and Nature, and even life and death. In charting the journeys represented in the novels, I argue that i) Oscar and Lucinda, by re-enacting the scenes of early settlers’ migration to Australia and settler explorers’ expeditions into the inland of the continent, reimagines the originating moment of the colony and reveals the racist and patriarchal nature of it; ii) while Gilgamesh feminises an ancient Sumerian hero journey by having a young female embark on an epic journey, it implies the unlikelihood of white settlers’ sense of belonging in Australia; iii) the circuitous journey of the settler heroine and Aboriginal hero in Journey to the Stone Country exposes the darkness of Australia’s frontier history and reflects the uncertainty involved in Australia’s Aboriginal reconciliation movement; and iv) by likening the Aboriginal heroine’s abduction and return journey to the Aboriginal cultural practice of walkabout, in which Aboriginal Australians trek along creator ancestors’ path of creation, The Swan Book asserts Aboriginal people’s ontological sovereignty while it challenges settlers’ derivative sovereignty. The thesis contends that journeys depicted by each of the four novels evoke descent of the hero or heroine into the underworld, reminding us that until the settler authorities in Australia relinquish their colonisation of Aboriginal Australia and accommodate Aboriginal sovereignty, the country will always be beset by fraught race and gender relationships.
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Asnis, Lisa. "My Journey." Fogler Library, University of Maine, 2011. http://www.library.umaine.edu/theses/pdf/AsnisL2011.pdf.
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Poppell-Meier, Mary Katherine. "The journey." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1333119772.
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Stahl, Mary. "Unified Journey." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/2989.
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My paintings, sculptural work, photography, and mixed media pieces represent aspects of journeys. These journeys are presented as literal, physical, and psychological. I find myself impacted by recent journeys which have evolved into abstracted pieces representing a new life passage, motherhood. Creating this work helps me to express the surrounding beauty I continue to encounter. Collectively, these journeys unify my metaphorical journey through life. The process of making my art is also a journey. My images shift and transform through the process of development. I work with a variety of materials including watercolor, acrylic, paper, textured paste, plaster, and photographic images on canvas. Layering and applying various materials to create texture becomes an instinctive act. More planned is my use of color, which signifies steps in my journey, such as violet indicating transformation, red implying excitement, and yellow showing joy.
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Seif-Regan, Cheryl Ann Mrs. "Chaotic Journey." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4558.
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Artist Statement
My art is about seeking answers to personal conflicts while telling a story of a
chaotic journey. I reflect on everyday moments and my thoughts as I discover ways to
make sense of situations and life. I do this by creating textural, vibrantly colored, and
gestural surfaces that emulate the powerful waters of the seas. I want to reveal an
emotionally driven and process-oriented experience to the viewer. While creating, I do
not maintain full control of the media and let the process become part of the work.
I aggressively layer thick paint, glass, and mixed media. I spontaneously apply
spirals and swirls of vibrant color that undulate and rotate like waves of an ocean. The
spirals and swirls are a recurring motif in my work. These forms are ancient symbols of
evolution, growth, and change and reflect the examination of my life. The colors and
marks represent the turbulent and constant chaos of life.
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Smith, Douglas. ""My Journey"." Scholar Commons, 2004. https://scholarcommons.usf.edu/etd/1253.
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This is a copy of my thesis which I have written in its original form as a travel journal that I brought with me on a trip I took driving across the country. I have duplicated it word for word so that it may be more accessible to review. Accompanying this copy are a few photographic samples of different places I've been that offer a visual feeling of what I'm talking ahout thru-out the journal. The original copy of the journal will be displayed as part of my show (March 1st-5th at the Oliver Gallery) and can be viewed in its entirety.
The form of this thesis is in journal format so you as a reader will enter right into my life on a specific data and will follow my experiences on a daily basis. The writing is done with no consideration to proper grammar so that I could flow better when I wrote it. In a lot of ways the creation of this project parallels my painting processes. The journal exists as an object that I have transformed through layers of words and images and materials that all together form an overall "big story" in it about who I am. My paintings seem to follow the same master and even though they have individual personalities they as a whole tell my story. All these different ways of communicating my experiences (painting, writing, talking) have brought out a variety of ways of remembering them and the explanation of them as stories of voice and words and paint.
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Neuner, Stefanie. "A Seamless Journey." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1586.
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Bowie, Markus. "The Longest Journey." Thesis, Kungl. Konsthögskolan, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kkh:diva-255.
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The Longest Journey is an experimental Master essay which consists of 27 images with accompanying texts. Part of the images are digital photographs and part of them are images created through a special process involving different software tools – mainly Adobe Photoshop and Google Earth. The texts comment on how the images themselves were created and how one might understand what they are and how they function as aesthetic objects and as potential catalysts for thought.The essay was published as part of a Master of Fine Art Degree exhibition with the same title. For an English translation of it and photographic documentation of the exhibition, please contact: markus.bowie@gmail.com
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Tew, Jan. "Women's leadership journeys." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59485.pdf.
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Gabriel, Maria. "Journeys into transformation." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.
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Urban, Diana. "An unexpected journey?" Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-138282.
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Professionelle Lehrkompetenz wird nicht einmalig erworben, son-
dern kontinuierlich (weiter-)entwickelt. Diese Entwicklung ist ein
Lernprozess, der selbstgesteuert oder weiterbildungsgestützt sowie bewusst oder unbewusst erfolgen kann. Der Reflexion des persönlichen Lernprozesses, der Einfluss dessen auf das eigene Lehrverständnis und -handeln kommt somit eine besondere Rolle bei der eigenen Kompetenzentwicklung zu. Die Portfolioarbeit kann dabei als ein Verfahren genutzt werden, um diese Reflexion methodisch zu gestalten.
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Dyer, Heather. "A writer's journey." Thesis, Aberystwyth University, 2017. http://hdl.handle.net/2160/8951332c-524e-476d-a220-c4398e25be9d.
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'A Writer’s Journey' is a memoir that describes my journey through a creative block, during which time I also explored the practice of mindfulness. Throughout the memoir I draw parallels between creativity and the practice of mindfulness, concluding that that both require a non-judgemental, playful, curious mind set which is not attached to a set outcome. Both creativity and mindful awareness ultimately require a deconstruction of the self in order to attain new insights, or growth. A Writer’s Way describes my efforts to achieve a deconstruction of the self through mindful awareness in order to restore my creativity. A Writer’s Journey therefore explicitly aligns two paradigms: the creative process and spiritual growth. However, as a quest narrative, A Writer’s Journey also implicitly aligns a third paradigm: the mythic archetype or universal symbolic story structure as outlined in Joseph Campbell’s monomyth The Hero’s Journey. In all three paradigms the ‘protagonist’ experiences an initial dissatisfaction followed by a period of dialectic tension, after which they must deconstruct their egoic self and move beyond conditioned thinking to receive new insights. The original contribution of the critical commentary is a close examination of the ways in which the mythic archetype and the creative process are aligned. I conclude that the archetype can be read as a metaphor for the creative process itself (the mythic approach to creativity), and that the message implicit in the archetype is ‘live creatively’. Reading the mythic archetype as a metaphor for the creative process has implications for our understanding of the purpose of story as well as our understanding of the mechanisms of the creative process. I explore this in ‘Chapter 3 – What Do Stories Do?’ I suggest that the annihilation of the egoic self that the hero experiences in the belly of the whale is analogous with the incubation phase required for creative insight. In both paradigms, I suggest that a temporary ‘deconstruction of the self’ is required before new insights or growth can be attained. A deconstruction of the self is the ultimate aim of the practice of mindful meditation, or mindful awareness. The critical commentary also makes explicit how the memoir conforms to the stages of the mythic archetype. As a quest narrative in which the quest is creativity itself, A Writer’s Journey illustrates the mythic approach to creativity. It also illustrates the mythic approach to spirituality. I believe that the original contribution of the creative folio, therefore, is that it demonstrates the mythic approach to both creativity and spirituality, in the form of a reading memoir.
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Urban, Diana. "An unexpected journey?" Hochschuldidaktisches Zentrum, 2013. https://ul.qucosa.de/id/qucosa%3A12377.
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Professionelle Lehrkompetenz wird nicht einmalig erworben, son-
dern kontinuierlich (weiter-)entwickelt. Diese Entwicklung ist ein
Lernprozess, der selbstgesteuert oder weiterbildungsgestützt sowie bewusst oder unbewusst erfolgen kann. Der Reflexion des persönlichen Lernprozesses, der Einfluss dessen auf das eigene Lehrverständnis und -handeln kommt somit eine besondere Rolle bei der eigenen Kompetenzentwicklung zu. Die Portfolioarbeit kann dabei als ein Verfahren genutzt werden, um diese Reflexion methodisch zu gestalten.
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Santarone, Ninnette. "My Artistic Journey." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2583.
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My artwork is focused on mixed media and printmaking. Through these media I address current world events, such as global warming and recycling. I also make works that deal with personal emotions. In making my work I use charcoal pencil, paint, newspaper, found stamping materials, and old books. I overlap these materials and blend them together to create an overall cohesive appearance. I present generalized objects that may not appear to be completely finished. This appearance serves as an analogy of the instability of our world’s environment and my personal life.
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Lawrynas, Houston LeeAnne. "Journeys and Destinations." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2659.
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My work includes both painting and mixed media approaches. My paintings portray the conflict and discrepancies between Eastern and Western cultures. Each painting emphasizes the Western fascination with body image, fashion, and status symbols. In contrast, they also contain intricate details influenced by the patterns of Eastern fabrics and rug designs, as well as images of Buddha. I reflect on the things that each culture finds important or valuable. In my mixed media work, I employ techniques that combine transfer, collage, and painting. My materials include photographs, newspapers, magazines, tissue paper, and text from books. The inspirations are photographs from my travels to Italy. I am intrigued by Italian architectural elements within Italian Renaissance paintings. I manipulate my photographs on the computer and include them in my final collages and paintings. I find the contrast between painting, collage, and transfer a successful way to contemporize the view of these antiquated structures.
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Ahn, Byungkyu. "Journey for Jazz." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4245/.
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This written thesis accompanies a 32-minute documentary video, Journey for Jazz, which explores four Korean students who major in jazz at the University of North Texas in Denton. Detailed accounts of the pre-production, production, and post-production of the video guide the reader to understand the challenging and rewarding process of making this documentary. Theoretical issues are also discussed, including Bill Nichols's typology of documentary modes as a useful tool for analysis of hybrid documentaries and conventions of the observational and interactive mode in Journey for Jazz, which is considered a hybrid of both modes. The film focuses mainly on the scholarly and artistic experiences that the four students undergo while studying jazz in the United States.
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Bolger, Eric W. "Journey into intercession." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
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Jackson, Bailey. "The Continuous Journey." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/131.
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The following work has compiled over the course of my time spent at Claremont Graduate University. Through my time in the program I have not only developed as an educator but an individual as well. My journey began simply by looking at myself and who I am. I thought I knew who I was, but as I continued with my courses, spent more time in the classroom, and engaged in professional relationships I began to wonder. Throughout this ethnography, I will share my experiences and journey through this roller coaster year. However, as I reflect now, I can begin to appreciate the journey I have been on and look forward to what lies ahead.
I began my journey fresh out of my undergrad program ready to begin my teaching career. Coming into this program I felt ready to take on anything they threw at me because, obviously, I was prepared. My work through this ethnography has shown me that although my past experiences did provide a great foundation, there was much more to learn and experience. As I spent the second portion of this writing getting to know my focus students, I realized that I had spent so much time in my own world that I needed to step back and observe and appreciate all that was around me. This idea lent itself to the third section of my ethnography. Here I was at a school seven minutes from my home and I had never seen it. There was this whole world down the street that I had never experienced, but my students lived every single day.
My work this past year has been a reflection of my growth as a teacher, a person, and a student. The adage “You learn something new everyday” has never been more prevalent than on my journey through the Claremont Graduate University, Teacher Education program. However trying and overwhelming it all was, I still had my family, my friends, and my students to keep my head above water and keep me going. I dedicate this ethnography to them all because without their love and support through this tumultuous journey, I would not be walking away the educator I am today.
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Van, Fleet Alan. "The Hero's Journey." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/246.
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My ongoing series of assemblages are an expression my modern mythology through the juxtaposition of esoteric symbols and my collection of beloved action figures. Though myth is founded in partial truths and allegories, it has the unique capability to speak about our relationships to one another and the universe. My artwork conceives of anime, comics, and videos games as part of our contemporary mythology.
Inspired by a fusion of pop culture and spirituality, I also draw on the magical properties attributed to flowers, gemstones and other materials to create shrines, altars, and other objects. Juxtaposing these properties, found in my research of esotericism and mythology, with action figures establishes symbolic connections that act as an interface to the spiritual symbolism explored in each piece.
The collision of masking tape, shoe polish, flowers; gemstones and repurposed objects result in re-contextualizations of characters from popular culture. My practice suggests new possibilities for cultural symbolism reflective of my own unique experiences and values and as an active expression of creative freedom in our experiences of the divine. My assemblages re-examine traditional categorizations in art and culture, such as sacred and profane and high and low, while attempting to demystify the veil that separates the experiential from the transcendent.
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Bolinder, Marcus, and Boström Philip. "Exploring the customer journey : An exploratory study investigating the customer journey." Thesis, Högskolan Kristianstad, Fakulteten för ekonomi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19610.
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The customer journey is a re-submerged subject which has become increasingly relevant. The focus derives from the increased focus on customer experience as touch points are increasing as well as becoming more accessible. This is creating problems for companies to allocate their resources in marketing. Previous literature on customer journeys are also limited, mostly originating from research on customer experience. This motivates research within the field with the purpose of exploring the customer journey and connected phenomena. The basis of this thesis was the customer journey which derives from customer experience. Further, the theoretical framework presents theories about customer experience, consumer buying decisions, customer journey and its touch points. The theoretical framework also presents two conceptual models concerning customer journey and customer experience. Focus was here on exploring the formulation of the customer journey, its steps and components. But also, on investigating how customer experiences affects customer journeys. This thesis had a qualitative research strategy and empirical material was collected through interviews. The empirical findings and the analysis resulted in several conclusions as this was an exploratory study. Reason for use of route, use of different touch points, customer experience impact and were found. Furthermore, the customer journey itself was identified as a reason for conducting a purchase. The result of this thesis might help companies allocate their resources more efficiently between touch points. As well as understanding how to create positive customer experience and the importance of it.
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Hergart, Per, and Jasmin Ramic. "Syo-jouren." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32413.
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År 1993 startade en verksamhet på Lärarhögskolan i Malmö som fick namnet Syo-jouren. Detta innebar en verksamhet som bedrevs från en fast plats där de studerande fick möjlighet att omsätta sina förvärvade kunskaper praktiskt. Dessa kunskaper kunde människor av alla slag få ta del av genom att de besökte Syo-jouren för att få oberoende och kostnadsfri vägledning samt information om utbildningar och yrken. Sju år senare i september år 2000 lämnade jouren av olika omständigheter sin ursprungliga lokal och flyttade till Studentcentrum där den tidigare bland allmänheten, så populära verksamheten började tappa sin form genom att det var två olika organisationer med olika mål som möttes.När vi påbörjade vår utbildning hängde Syo-jourens verksamhet lite "i luften" genom att den inte längre hade någon fast lokal utan istället var utspridd på olika praktikplatser. Detta gjorde att det var lite svårt att förstå vad som egentligen var syftet med verksamheten och vår tanke med undersökningen blev att försöka ge en samlad bild av Syo-jourens utveckling, kombinerat med en historisk tillbakablick. Vi bestämde oss också för att undersöka vilka attityder som fanns hos de studenter som varit en del av Syo-jouren i sin pågående utbildning till studie- och yrkesvägledare på Malmö högskola. (2002-2005)Metoden för detta blev en kvalitativ undersökning där vi utöver intervjuer med ovanstående studenter även intervjuade personer ur utbildningsledningen, styrelseordföranden i Syo-jouren samt även den person som startade Syo-jouren. Vi studerade jourens verksamhet ur bland annat ett organisatoriskt perspektiv för att få en uppfattning om hur en organisation kan bedrivas. Eftersom vi var väl medvetna om att de problem vi upplevt i verksamheten kan ha olika ytterligare förklaringar valde vi också att studera förändringar, motivation samt ledarskap.Bland de studerande var attityderna om Syo-jouren blandade, de uppskattade möjligheten att få praktisk erfarenhet men kvaliten på praktikplatserna varierade kraftigt och en stor del menade att Syo-jouren i dess nuvarande form borde avvecklas.
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Wang, Shan. "The Traveler's Journey: from departure to arrival." Thesis, Boston University, 2007. https://hdl.handle.net/2144/28591.
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Boston University. University Professors Program Senior theses.PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02
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Leopold, Robert. "The Player Character's Journey: The Hero's Journey in Moldvay's Dungeons & Dragons." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3679.
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This study explores the archetypes, motifs, and stages of the Joseph Campbell's Hero's Journey as they are found in the Moldvay revision of the rules to Basic Dungeons & Dragons, that emerge from playing the game using the seven adventure modules printed for these rules. Using narratological concepts, the definition of what makes narrative is expanded to include the narrative that emerges by playing story-based roleplaying games like Dungeons & Dragons. These narratives, based on the seven adventure modules, are the analyzed using Campbell's monomyth as an interpretive tool, showing that these types of narratives are up to similar academic scrutiny as other forms of narrative. Such scrutiny shows that the types of narrative that emerge from playing a tabletop roleplaying game like Dungeons & Dragons need an expansion of the models for narrative analysis. This expansion presents a myriad of opportunities for future study.
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Clennon, O. D. "Journey across the horizon." Thesis, University of Edinburgh, 1999. http://hdl.handle.net/1842/27809.
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As the title suggests, the theme of this thesis is one of exploration and journey. The journey in question is essentially one of a spiritual nature. The process of conveying this motion in musical terms presented me with many challenges. The musical scores draw their inspiration from cultures as diverse as the rhythms of West Africa the overtone chanting of Tibet and Native American spiritual chants. It is predominantly these sources, that sit outside the European classical tradition, which enable me to write meaningful music that echoes both the philosophical and spiritual ideas I need to communicate. Some of the music presented here, however, gains its impetus from political issues of particular importance to myself. Meditation- double bass; dur. 8 mins. Memories - clarinet and viola ; dur. 2 mins. Invocation - flute, clarinet, violin, cello and guitar; dur. 10 mins. Hidden Song - string quartet; dur 11 mins. Prayer - Eb clarinet, voice, viola, flute and percussion; dur. 10 mins. Why? - flute, clarinet, violin, cello and tape; dur 10 mins. Tribute to Mr, King - organ; dur 20 mins. What has happened to all that Beauty? - string quartet, voice and live electronics; dur. 15 mins. Movements - symphony orchestra; dur. 20 mins. Journey Across the Horizon - voice, mixed voices, chamber orchestra; dur. 45 mins.
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Jilovsky, Esther Sarah. "Generations of Holocaust journeys." Thesis, University of London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.537497.
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Carley, Holly K. "A journey into convexity." Honors in the Major Thesis, University of Central Florida, 1997. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/164.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Sciences
Mathematics
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Adams, Trevor W. "A black hero's journey." Thesis, Anglia Ruskin University, 2014. https://arro.anglia.ac.uk/id/eprint/583105/1/Adams_2014.pdf.
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There is a dearth of Black male education success stories and a lack of documenting by some pastoral practitioners of their model of pastoral care. The absence of both my story and model was due to traumatic memories. As a Black male pastor and educator, seen as a role model, working to inspire Black young males disaffected in their education, the absence blocked my practice advancement. Therefore, I used this problem for a self-reflective study on my practice to put my record straight.
First I revisited a snapshot of my educational past and contemporary practice using a Black metaphorical redemptive lens to see my study as a Black hero’s journey. Second, I imagined myself through a Johari Awareness Model in reflective conversation with myself, Jesus Christ, and others. Third, I located my work within a practical theological paradigm and used autoethnographic methodological approach and methods to gather and analyse my data. Finally, I subjected my findings to a discussion interpreted through my conceptual lens to see what would emerge.
Hidden insights underpinning my practice were surfaced providing me with a new view of my life and way of being in my practice. Captured in the form of my autoethnography, this serves as a new Black cultural symbolic resource. This gives documented access to my education success story. It also models my pastoral practice which now enables me to share with others, through symbolic modelling, the current best knowledge and practices underpinning my work.
My study is an innovative use of inner experiences for Black professional advancement from blocked traumatic memories. It provides a new model within the field of practical theology, by which others might see a theology by heart beyond the usage of text for professional development. My inquiry makes me more transparent and a better role model for student and colleagues.
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Patti, William. "JOURNEY OF AN ACTOR." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1241455977.
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Cherubini, Matthew J. "Escaping Ohio: Fictional Journeys." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1276614547.
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Adams, Trevor W. "A black hero's journey." Thesis, Anglia Ruskin University, 2014. http://arro.anglia.ac.uk/583105/.
Full textAbstract:
There is a dearth of Black male education success stories and a lack of documenting by some pastoral practitioners of their model of pastoral care. The absence of both my story and model was due to traumatic memories. As a Black male pastor and educator, seen as a role model, working to inspire Black young males disaffected in their education, the absence blocked my practice advancement. Therefore, I used this problem for a self-reflective study on my practice to put my record straight. First I revisited a snapshot of my educational past and contemporary practice using a Black metaphorical redemptive lens to see my study as a Black hero’s journey. Second, I imagined myself through a Johari Awareness Model in reflective conversation with myself, Jesus Christ, and others. Third, I located my work within a practical theological paradigm and used autoethnographic methodological approach and methods to gather and analyse my data. Finally, I subjected my findings to a discussion interpreted through my conceptual lens to see what would emerge. Hidden insights underpinning my practice were surfaced providing me with a new view of my life and way of being in my practice. Captured in the form of my autoethnography, this serves as a new Black cultural symbolic resource. This gives documented access to my education success story. It also models my pastoral practice which now enables me to share with others, through symbolic modelling, the current best knowledge and practices underpinning my work. My study is an innovative use of inner experiences for Black professional advancement from blocked traumatic memories. It provides a new model within the field of practical theology, by which others might see a theology by heart beyond the usage of text for professional development. My inquiry makes me more transparent and a better role model for student and colleagues.
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Bauer, Laura E. "A journey to happiness /." Online version of thesis, 1992. http://hdl.handle.net/1850/11646.
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Elvey, Moya. "Implementing inclusion : classroom journeys." Thesis, Federation University Australia, 2020. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/170931.
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This study interrogates the professional experiences, attitudes and pedagogical choices of eight classroom teachers in regular schools and inquires into their impact on the development of inclusive teaching practices. Approached from the perspective of an experienced teaching practitioner, the study responds to the call for an increased focus on the role of classroom teachers in implementing inclusion in schools. The study is underpinned by a theoretical stance that promotes the value of inclusive education through a human rights, access and equity framework. It advocates for the importance of overcoming the discriminatory practices that marginalise some students. Consistent with a qualitative, ethnographic methodology, observations and interviews with practicing teachers provide insights into the factors that encourage, and sometimes discourage, the enactment of inclusive pedagogies. The literature on inclusive education provides guidance throughout the data collection and analysis process. This includes frameworks designed by other researchers that outline and define inclusive teaching strategies. The study exposes the pivotal role that ongoing teacher professional learning, along with strategic guidance and support from colleagues and school leaders, plays in enhancing teacher capacity and positive attitudes towards student diversity. It also uncovers evidence that when medical reports and pressure from ‘others’ such as health professionals, encourage teachers to focus on student ‘deficits’ and ‘problems’, they are more likely to seek out and adopt strategies that marginalise and set some students apart from their peers. A fundamental finding of this study is that when teachers and their school leaders focus on developing understanding about ‘effective’ pedagogies - on quality education for all - responsive, inclusive, student-centred teaching approaches often become embedded in their everyday classroom practice.PhD
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Tolentino, Magda Velloso Fernandes de. "Dubliners: the journey westward." Universidade Federal de Minas Gerais, 1989. http://hdl.handle.net/1843/BUBD-9E5HSV.
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This work aims at a study of James Joyce's VubZ-ín&Aò as a collection of stories with a unity of theme, scene and characters. The stories are seen here in their depiction of childhood, adolescence, adulthood and public life as a progression of one to the other, leading to a final blending of subject in the last c story, "The Dead". The path that leads to the understanding of this blending goes through diverse by-ways, all of them oriented by the study of transtextual relations Joyce's style, the relationship between his life and work, and the inescapable internal allusions within his fiction and his letters..
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Farias, Lauren. "Ethnography: Journey to Teaching." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/122.
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This paper is an ethnography, meaning the study of a group of people more closely related to the customs and culture of the group of people. This was done as part of the coursework to receive a Masters in Education and a Preliminary Multiple Subject teaching credential in California. I began by looking at how the varying experiences throughout my life have shaped me into wanting to become a teacher. This is a place in the ethnography where I evaluate my own schooling and look at who impacted my life academically. Through looking at these people, I was able to see the kind of learning style I flourish in, which lead me into how I plan on teaching. Once I wrote about how I plan on teaching I evaluated why I want to teach special education.
The next phase of this writing is looking at three specific students in my classroom and is an analytical view of who the child is and why they are the way they are. We were told we needed to look at an English Learner, a student who had experienced a significant life experience, and a student on an IEP. This process was very helpful in being able to understand the child holistically because we needed to participate in a home visit. We also needed to look at the child’s personality, strengths, and weaknesses in and out of school. All of these steps helped me to better understand my students.
As the research continued I looked at the community and my classroom. Looking at the history of the community through research and through a personal interview allowed me to see the community and be able to understand more. I was able to see how the community has evolved and how their passion for education has remained the same through it all. When looking at my classroom, I saw the growth my students had made over the course of the school year.
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Khan/Shaikh, Tami. "Displaced- The Journey Home." Chapman University Digital Commons, 2019. https://digitalcommons.chapman.edu/creative_writing_theses/7.
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Rivera, Sr Martin Juan. "The Storytellers' Journeys: A Study Using Portraiture Method." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194463.
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The Storytellers' Journeys: A Study Using Portraiture Method is an in-depth study of three highly recognized storytellers, Michael Lacapa, Patricia Preciado Martin, and Joe Hayes. These artists were studied using a qualitative research method developed by Sara Lawrence-Lightfoot called portraiture. Portraitists study individuals to record their experiences and to interpret their perspectives. The main purpose of the study was to determine the extent to which professional struggles were considered barriers, preventing access to a career or to career goals. I developed questions that allowed me to gather information concerning the storytellers' professional struggles and their style of dealing with those struggles. I also probed for their individual definition of success, the measuring stick they use as a determination of their success, and if they relied on perseverance to reach their level of success. I tape-recorded interviews with the storytellers in order to transcribe them. I acquired supplemental data by attending the storytellers' public performances and by referring to published information about them. After critically reviewing the data I organized it into thematic areas. Each of the storytellers was treated individually. Lawrence-Lightfoot says, "The development of emergent themes reflects the portraitist's first efforts to bring interpretive insight, analytic scrutiny, and aesthetic order to the collection of data" (1997c, pg. 185). Initially, the three artists said that they did not have to contend with professional obstacles to reach their level of success. However, the analysis of the in-depth interviews showed that all the storytellers dealt with professional complications, but they did not allow those complications to interfere with their goals. In fact, one of the artists merely cited those situations as "dues that needed to be paid." Because the portraiture method encourages researchers to include themselves in their studies, I became the fourth storyteller in the project. I did the same introspective process about my careers that I asked of the other storytellers. My self-analysis supported some of the results I obtained from the other artists but it also showed some differences. These differences are explored in the dissertation.
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Nath, Anjan. "The Journey of Becoming : Exploring the Male Journey of Becoming a Couselling Psychologist." Thesis, City University London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511763.
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Hedkvist, Eddie, and Oskar Johannesson. "The Hero’s Journey i digitala spel : En undersökning av The Hero’s Journey i spelform." Thesis, Blekinge Tekniska Högskola, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-19983.
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I detta kandidatarbete har vi undersökt hur berättarstrukturen The Hero’s Journey kan användas för att skapa mera engagerande spelupplevelser. Vi gör detta genom att gå igenom en designprocess där vi använder oss av olika designmetoder för att skapa ett exempel på hur The Hero’s Journey kan appliceras i spelform. Resultatet av undersökningen blir ett spel där The Hero’s Journey används i ett Branching Narrative. Syftet med denna undersökning är att se hur The Hero’s Journey kan användas för att skapa en mera engagerande spelupplevelse och vi anser att detta kan vara givande för andra spelutvecklare som tänker använda sig av The Hero’s Journey strukturen för att skapa engagerande spel.
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Liu, Zilu. "Fantasy Library." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/91430.
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Now days, there are a lot of magnificent concrete buildings in the city, so do the library, the library in China always design as supremacy of authority, there is no funny and relax atmosphere, it's so hard to get alone with them.
I wonder if there has a library can be a garden, I am trying to combine some Chinese classical garden element to my library design, create a comfortable environment for people who reading books, and pay more attention to the people's feelings.Master of Architecture
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Withrow, Leigh Ann. "Inspirational Journey: People and Places." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1898.
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Dutcher, Tiare. "Heartscape: journey through a life." Thesis, University of Hawaii at Manoa, 2003. http://hdl.handle.net/10125/6922.
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Having studied as a Kagyu Tibetan Buddhist for many years, my understanding of these teachings is that the only place a person can become enlightened is in the human realm. There are realms other than the human one, such as the hell realm where one suffers from heat and cold, the hungry ghost realm where one suffers from hunger and thirst, and the animal realm where one suffers from ignorance and stupidity which leads to blind instinctive behavior, but there are no dharma teachings in those places. The dictionary defines dharma as "the principle or law that governs the universe in Hinduism and Buddhism." It is only in the human realm that the dharma is taught by enlightened teachers. Only humans have the inner ability and capacity for this understanding. These dharma teachings form the core of my belief that everything we do is important, even though it might simply be some ordinary, mundane action. With this conviction of the truth of the dharma, each sentient being is a soul with countless lifetimes, sometimes as a human, sometimes as an insect, animal or other being. Each lifetime in which a soul incarnates is like a suit of clothes that the soul puts on. When the suit wears out, it is discarded, and a new one is made. During these lifetimes, certain souls have karmic connections with other similar souls. Karma is defined as "the effect of a person's actions during the successive phases of a person's existences, regarded as determining the person's destiny." Lama Rinchen, one of my teachers of spirituality, says, "When you see someone on the street, or at the mall, and your eyes meet, you are connected to that person in some way." These souls with karmic connections tend to travel together, and after many lifetimes, special bonds are formed. I have been lucky to find one soul mate, and to have spent the greater part of my life with him. The bond between us has helped to define my life. Though we are two separate people, our hearts beat in syncopation with each other, like a vast landscape that seems to go on forever, or that which becomes as minute as the striations on a blade of grass.vi, 31 leaves