Dissertations / Theses on the topic 'Life storytelling'
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Rogers, Thomas Lenson. "Storytelling to develop new life in a small congregation." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
Full textPerry, Eric D. "The seasons of life a narrative perspective on ministry and theology /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
Full textSykes, Pam. "Digital storytelling and the production of the personal in Lwandle, Cape Town." University of Western Cape, 2019. http://hdl.handle.net/11394/7544.
Full textDigital storytelling is a workshop-based practice, originally developed by the Californiabased nonprofit StoryCenter, in which people create short, first-person digital video narratives based on stories from their own lives. The practice has been adopted around the world as a participatory research method, as a pedagogical tool, as a community-based reflective arts practice and as medium for advocacy. It is associated with a loosely connected global movement linked by genealogy and a set of ethical commitments to the significance of all life stories and to the power of listening as a creative and political act.
Rondot, Sarah Ray. "Radical Epistemologies in Twenty-First Century Trans* Life Narratives." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/19664.
Full textGagalis-Hoffman, Kelly. "Belief Formation Through Family Storytelling: Implications for Family Therapy." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/741.
Full textPantell, Marcia S. "Dreaming and storytelling narrative process in life stories following reflections on the use of night dreams /." Click here for text online. The Institute of Clinical Social Work Dissertations website, 2000. http://www.icsw.edu/_dissertations/pantell_2000.pdf.
Full textA dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.
Edmonds, Poff Allison Ruth. "Exploring women's life course experiences with weight using story theory." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4885.
Full textID: 030423138; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references.
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Nursing
Downes, Brent T. "From life, to page, to stage: Exploring theatrical artistry, community and storytelling with Margery and Michael Forde." Thesis, Australian Catholic University, 2013. https://acuresearchbank.acu.edu.au/download/86ef97c1b42b7b0867d07c63556c7c3aad7ac58fbc8635535e94f53be273c09d/2915267/64849_downloaded_stream_74.pdf.
Full textGuo, Li. "Life storytelling around the digital campfire: Commenters’ networked participation on the humans of New York Facebook page." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2508.
Full textSamsami, Paniz. "The use of storytelling to make sense of painful life events : implications for clinical practice in counselling psychology." Thesis, City University London, 2015. http://openaccess.city.ac.uk/14563/.
Full textBalakireva, Victoria. "The Mah Jong Game of Life : Storytelling, Identity and Orientalist Discourse in Amy Tan’s The Joy Luck Club." Thesis, Malmö universitet, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45260.
Full textClinton, Mary S. "Human development, life stages, aging, and gerotranscendence as related to the benefits and frameworks for reminiscence, life review, oral traditions and storytelling a review of the literature /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999clintonm.pdf.
Full textMathiasson, Jonatan. "Hur naturfilm berättas : Narrativa strukturer och verklighetsbeskrivning i naturfilm." Thesis, Södertörns högskola, Institutionen för kommunikation, medier och it, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-9660.
Full textRichardson, Rishi Allen. "Creating Destiny: Crafting a Historical Tale Based upon the Life of Emmeline B. Wells." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1934.
Full textSibal, Kenneth M. "The Organizational Life of the College Football Player: An Exploration of Injury, Football Culture, and Organizational Dialectics." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304636074.
Full textVolkova, Elena. "Operation 'Homecoming': Exploring the capacity of transmedia storytelling to support integration of the female defence force personnel back in to civilian life." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/104570/9/Elena_Volkova_Thesis.pdf.
Full textFredman, Jenny. ""All autobiography is storytelling, all writing is autobiography" : Autobiography and the Theme of Otherness in J.M. Coetzee's Boyhood: Scenes from Provincial Life." Thesis, Växjö University, School of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1359.
Full textBoyhood: Scenes from provincial life by J.M. Coetzee tells the story about John Coetzee from the age of ten until thirteen. Since many details in the story point to the idea that the protagonist might be the author, it is often said to be an autobiography. However, it is not a conventional one. A third person narrator tells the story in the present tense, which is rather different from the autobiographiy’s conventional first person narrator speaking in the past tense. The definition used in order to define the genre to which Boyhood belongs is Lejeune’s criterion author=narrator=protagonist. According to this theory, Boyhood is a biography. However, Lejeune does not take the connection author=protagonist inte sonsideration, but focuses only on the connection narrator=protagonist. Thus an additional description of the text’s generic style must be used.
Furthermore, the theme of otherness is analysed. A close reading of the novel shows that the protagonist often feels different from his family and peers. He makes a distinction between two kinds of different – a good and a bad kind. The good means that he is better than his peers, and the bad kind means that he has failed to accomplish something he thinks is important.
Although the author wrote the story about his boyhood in a rather unconventional style and the protagonist perceives himself as different, the otherness in the two do not parallel each other. What they might have in common is perfectionism. Thus, the theme of otherness is only to be found in the protagonist, whereas the author’s style of writing is merely unconventional.
Angelöv, Auguste. "Att leka life? - en undersökning av makt, lekt och berättande i tv-spel." Thesis, Södertörns högskola, Litteraturvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34585.
Full textKlaebe, Helen Grace. "Sharing stories : problems and potentials of oral history and digital storytelling and the writer/producer's role in constructing a public place." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16364/1/Helen_Klaebe_Thesis.pdf.
Full textKlaebe, Helen Grace. "Sharing stories : problems and potentials of oral history and digital storytelling and the writer/producer's role in constructing a public place." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16364/.
Full textGeorge, Christopher Eric. "Can I Get a Witness?: Reclaiming the Baptist Testimony Tradition to Enhance Sense of Community in a Church Congregation." Methodist Theological School in Ohio / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=mtso1461682546.
Full textWehner, Mary B. "Women experiencing ministerial burnout becoming a "new creation" through finding one's voice /." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
Full textIncludes bibliographical references (leaves 160-169).
Ramsey, Leigh Sutcliffe. "Discernment a sacred story of co-creative relationship /." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.
Full textVillela, Berenice. ""Nudge a Mexican and She or He Will Break Out With a Story": Complicating Mexican Immigrant Masculinities through Counternarrative Storytelling." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/98.
Full textLane, Karen. "Not-the-Troubles : an anthropological analysis of stories of quotidian life in Belfast." Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/15591.
Full textWermaeus, Susanna. "Vägar till förändring av livskvaliteten genom en riktad intervention för personer med långvarig smärta : en narrativ studie." Thesis, University of Gävle, University of Gävle, Ämnesavdelningen för pedagogik, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-6289.
Full textDet huvudsakliga syftet med studien var att genom en narrativ ansats försöka förstå hur människor med långvarig smärta förändrar sin livskvalitet genom en riktad intervention. Tre manliga deltagare har berättat om hur livet med smärtan sett ut före, under och efter smärtrehabiliteringsprogrammet. Berättelserna handlade om meningsskapande vid ohälsa, att lära sig leva med smärta och livskvalitet. Genom en narrativ analys kom jag fram till att alla tre erhållit en förändrad livskvalitet genom bland annat positivt tänkande, gemenskap och copingstrategier. De har lärt sig hantera smärtan, förbättrat sin fysiska förmåga och har idag mer fokus på sin hälsa.
The main purpose with this study was to try to understand how people with prolonged pain change their quality of life through an intended intervention with a narrative approach. Three male participants have narrated about how their life´s looked like before, during and after the pain rehabilitation program. The narratives are about meaning making during ill health, learning to live with pain and quality of life. Through a narrative analysis I found that all three received a changed quality of life through among other things positive thinking, fellowship and coping strategies. They have learned to handle their pain, improved their physical ability and today they got more focus on their health.
Furkin, Jennifer D. "MOM TO MOM: ONLINE BREASTFEEDING ADVICE." UKnowledge, 2018. https://uknowledge.uky.edu/comm_etds/64.
Full textRodriguez, Carmella M. "The Journey of a Digital Story: A Healing Performance of Mino-Bimaadiziwin: The Good Life." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1433005531.
Full textMachado, Thiago Luiz Berzoini. "Espectros – um drama familiar: narrativa transmídia aplicada às artes cênicas." Universidade Federal de Juiz de Fora, 2012. https://repositorio.ufjf.br/jspui/handle/ufjf/1914.
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Utilizando como matriz midiática “Espectros – Um drama familiar” (Gengangere, 1881) de Henrik Ibsen, esta dissertação analisa a expansão do universo ficcional de uma peça teatral por diversas plataformas de mídia. A montagem da obra foi desenvolvida através da aplicação de estratégias transmídia com base nas explanações de Henry Jenkins e Stephen Dinehart, teóricos dessa nova forma de utilização da narrativa perante a era da “Cultura da Convergência”. O projeto apresentou ao espectador uma obra que possui vários “pontos de entrada” no universo ficcional da trama de Ibsen, acessíveis através de um conteúdo distribuído eletronicamente: vídeos, áudio-teatro, história em quadrinhos, um jornal fictício que contém informações sobre o programa da peça e um dossiê contra um dos personagens centrais da trama. A experiência também foi levada para um ambiente imersivo - o Second Life –, apresentando uma assembleia virtual que reuniu o elenco e o público atingido pela divulgação do evento nas redes sociais e sítio de hospedagem do material produzido. Com a aplicação dessa estratégia, o espectador é motivado a organizar mentalmente os fragmentos narrativos de situações pulverizadas através de canais de distribuições complementares, proporcionando a continuidade de imersão no universo ficcional mesmo após o término da experiência.
Using as a media-matrix “Ghosts – a family drama” (Gengangere, 1881) by Henrik Ibsen, this work analyzes the expansion of the fictional universe of a play by various media platforms. The composition of the play was developed through the application of strategies based on the explanations of Henry Jenkins and Stephen Dinehart, theorists of this new way of using the narrative according with the era of “Convergence Culture”. The project presented a work in which the viewer has multiple “entry points” into the fictional universe of Ibsen’s plot, accessible via electronically distributed content: videos, audio dramas, comic, a fictional newspaper which contains information about the program of the play and a dossier against one of the central characters of the plot. The experience was also taken to an immersive environment – the Second Life – featuring a virtual meeting that gathered the cast and the audience reached by the advertisement of this event through social networking and hosting website with the material produced. With the implementation of this strategy, the viewer is encouraged to mentally organize the narrative fragments of situations sprayed throughout additional distribution channels to provide continuous immersion in the fictional universe even the ends of the experiment.
Wheeler, Patricia R. "Love On - The Life of a Suicide Survivor: A Performance Autoethnographic Study." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3045.
Full textGlen, Ian J. ""Community means the world to me" : an ethnographic study of a public house and bowling club." Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21793.
Full textRuhl, Stephanie M. ""Stories Do the Work" ... Pursuing an Embodied and Aesthetic Orientation for Hospice Care." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395250771.
Full textFerris-Olson, Pamela. "A women’s talking circle: A narrative study of positive intergenerational communication." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1366205259.
Full textHolmes, Beverley. """Me on-line"": narrative identities of people with arthritis /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2099.
Full textPinto, Maria Lídia de Moraes. "Eu conto, tu contas... histórias para quem tem história: contribuições para a aprendizagem na EJA." Universidade Presbiteriana Mackenzie, 2012. http://tede.mackenzie.br/jspui/handle/tede/1841.
Full textFundo Mackenzie de Pesquisa
The research Eu conto, tu contas Histórias para quem tem história has been developed with students and teachers of Youth and Adults. Qualitative in nature, the survey sought to determine the contributions which the art of storytelling to the process of teaching and learning of this type of education. For this purpose, references in writers sought related to both practice and theory of teaching as the art of storytelling: Shulman, Mizukami, Freire, Fromm, Haddad, di Piero, Bettelheim, Bosi, Machado, among others. Was also carried out an intervention with stories that range from the very act of them has, through format issues related to their teaching and life. This process occurred through meetings with two groups of adult education. The methodology used for the analysis was to study the material record made in photos, DVD, writing and direct observation of meetings. In the results, we attempted to observe aspects of the relations existing between the group members, especially teachers and students, and also its relations with concepts and ideas that permeate the acts of teaching and learning.
A pesquisa Eu conto, tu contas... Histórias para quem tem história foi desenvolvida com educandos e professores da EJA - Educação de Jovens e Adultos. De natureza qualitativa, a pesquisa procurou verificar quais as contribuições da arte de contar histórias para o processo de ensino-aprendizagem desta modalidade de ensino. Para tanto, buscou referências em autores relacionados tanto a práticas e teorias de ensino como à arte de contar histórias: Shulman, Mizukami, Freire, Fromm, Haddad, di Piero, Bettelheim, Bosi, Machado, entre outros. Foi realizada também uma intervenção com histórias que abordou desde o próprio ato de contá-las, passando por questões de formato até a sua relação com o ensino e a vida. Esse processo se deu através de encontros com duas turmas da EJA. A metodologia utilizada para a análise foi o estudo do material de registro feito em fotos, DVD, produção escrita e observação direta dos encontros. Nos resultados, buscou-se observar aspectos das relações estabelecidas entre os diversos membros dos grupos, principalmente professores e educandos, e também suas relações com conceitos e ideias que permeiam os atos de ensinar e aprender.
Hurford, Dianna. "Breaking the line : integrating poetry, polyphony, & planning practice." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/3625.
Full textTörnegren, Gull. "Utmaningen från andra berättelser : En studie om moraliskt omdöme, utvidgat tänkande och kritiskt reflekterande berättelser i dialogbaserad feministisk etik." Doctoral thesis, Uppsala universitet, Etik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-206500.
Full textCooper, Karen G. P. "Counter-creation, co-creation, procreation a novel theological aesthetic & Not like other men : a novel /." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.
Full textMichna, Catherine C. "Hearing the Hurricane Coming: Storytelling, Second-Line Knowledges, and the Struggle for Democracy in New Orleans." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2753.
Full textThesis advisor: Cynthia A. Young
From the BLKARTSOUTH literary collective in the 1970s, to public-storytelling-based education and performance forms in the aftermath of Hurricane Katrina, and fiction and nonfiction collections in the years since the storm, this study traces how New Orleans authors, playwrights, educators, and digital media makers concerned with social justice have mirrored the aesthetics and epistemologies of the collaborative African diasporic expressive traditions that began in the antebellum space of Congo Square and continue in the traditions of second-line parading and Mardi Gras Indian performances today. Combining literary analysis, democratic and performance theory, and critical geography with interviews and participant observation, I show how New Orleans authors, theatre makers, and teachers have drawn on "second-line" knowledges and geographies to encourage urban residents to recognize each other as "divided subjects" whose very divisions are the key to keeping our social and political systems from stabilizing and fixing borders and ethics in a way that shuts down possibilities for dissent, flux, and movement. Building on diverse scholarly arguments that make a case both for New Orleans's exceptionalism and its position, especially in recent years, as a model for neoliberal urban reform, this study also shows how the call and response aesthetics of community-based artists in New Orleans have influenced and benefited from the rise of global democratic performance and media forms. This dual focus on local cultures of resistance and New Orleans's role in the production of national and transnational social justice movements enables me to evaluate New Orleans's enduring central role in the production of U.S. and transnational constructs of African diasporic identity and radical democratic politics and aesthetics. Chapter One, "Second Line Knowledges and the Re-Spatialization of Resistance in New Orleans," synthesizes academic and grassroots analyses and descriptions of second lines, Mardi Gras Indian performances, and related practices in New Orleans through the lenses of critical geography and democratic theory to analyze the democratic dreams and blues approaches to history and geography that have been expressed in dynamic ways in the public spaces of New Orleans since the era of Congo Square. My second chapter, "'We Are Black Mind Jockeys': Tom Dent, The Free Southern Theater, and the Search for a Second Line Literary Aesthetic," explores the unique encounter in New Orleans between the city's working-class African American cultural traditions and the national Black Arts movement. I argue that poet and activist Tom Dent's interest in black working-class cultural traditions in New Orleans allowed him to use his three-year directorship of the Free Southern Theater to produce new and lasting interconnections between African American street performances and African American theatre and literature in the city. Chapter Three, "Story Circles, Educational Resistance, and the Students at the Center Program Before and After Hurricane Katrina," outlines how Students at the Center (SAC), a writing and digital media program in the New Orleans public schools, worked in the years just before Hurricane Katrina to re-make public schools as places that facilitated the collaborative sounding and expression of second-line knowledges and geographies and engaged youth and families in dis-privileged local neighborhoods in generating new democratic visions for the city. This chapter contrasts SAC's pre-Katrina work with their post-Katrina struggles to reformulate their philosophies in the face of the privatization of New Orleans's public schools in order to highlight the role that educational organizing in New Orleans has played in rising conversations throughout the US about the impact of neo-liberal school reform on urban social formations, public memory, and possibilities for organized resistance. Chapter Four, "'Running and Jumping to Join the Parade': Race and Gender in Post-Katrina Second Line Literature" shows how authors during the post-Katrina crisis era sought to manipulate mass market publication methods in order to critically reflect on, advocate for, and spread second-line knowledges. My analysis of the fiction of Tom Piazza and Mike Molina, the non-fiction work of Dan Baum, and the grassroots publications of the Neighborhood Story Project asks how these authors' divergent interrogations of the novel and non-fiction book forms with the form of the second line parade enable them to question, with varying degrees of success, the role of white patriarchy on shaping prevailing media and literary forms for imagining and narrating the city. Finally, Chapter Five, "Cross-Racial Storytelling and Second-Line Theatre Making After the Deluge," analyzes how New Orleans's community-based theatre makers have drawn on second-line knowledges and geographies to build a theatre-based racial healing movement in the post-Katrina city. Because they were unable and unwilling, after the Flood, to continue to "do" theatre in privatized sites removed from the lives and daily spatial practices of local residents, the network of theater companies and community centers whose work I describe (such as John O'Neal's Junebug Productions, Mondo Bizarro Productions, ArtSpot Productions, and the Ashé Cultural Arts Center) have made New Orleans's theatrical landscape into a central site for trans-national scholarly and practitioner dialogues about the relationship of community-engaged theatre making to the construction of just and sustainable urban democracies
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: English
Richter, Amanda. "Addressing the psycho-spiritual bereavement needs of HIV and AIDS orphans and other vulnerable adolescents : a narrative pastoral care approach." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/28412.
Full textAFRIKAANS: Hierdie studie fokus op die verlies wat tieners ervaar wat wees gelaat is deur die MIV en Vigs pandemie wat besig is om die vasteland van Afrika te verlam. Hulle rousmart en die gepaardgaande psigies-spirituele aangeleenthede word ondersoek deur middel van die postfondamentele benadering tot praktiese teologie in samehang met die narratiewe benadering tot navorsing en terapie. Dit word gedoen deur die integrasie van hierdie benaderings met die vertelkuns binne die unieke Afrika konteks. Deur te luister na die stories van tien tieners onder die sorg van PEN, ‘n Nie- Regeringsorganisasie (NRO), gun hierdie navorsing hulle die geleentheid om hul eie unieke stories van smart te vertel. Stories wat andersins verlore sou gegaan het in die golf van verlies wat volg op die ontelbare getal sterftes wêreldwyd as gevolg van MIV en Vigs besetting. Daar word holisties gekyk na die veelvoudige verliese wat hierdie tieners beleef het en gevolglik hoe dit hulle nie net fisies nie, maar ook emosioneel en geestelik beïnvloed. Asook hoe hulle in staat is om – deur die gebruikmaking van stories – hul lewensstorie te hervertel asook die lewens van diegene naby aan hulle, in die ware gees van Ubuntu, om nuwe hoop in die spreekwoordelike pot goud aan die einde van die reënboog te vind. SEPEDI: Dinyakišišo tše di lebelela go hlokofalelwa ga bana ba mahlalagading bao ba tlogetšwego e le ditšhiwana le go ba kotsing ya mathata a HIV le Aids yeo e golofatšago khonthinente ya Afrika. Go hlokofalelwa le ditaba tša bona tša monagano le tša semoya tše di amanago le go hlokofalelwa mo di hlahlobja ka go šomiša post-foundationalism bjalo ka mokgwa wa Tiragatšo ya Thutabodumedi gammogo le mokgwakanegelo wa dinyakišišo le kalafo. Se se dirwa ka go kopanya mekgwa ye ka bokgabo bja go anega kanegelo ka tikologong ya Seafrika ye e swanago e nnoši. Ka go theeletša dikanegelo tša bana ba mahlalagading ba lesome bao ba lego ka fase ga tlhokomelo ya PEN, Mokgatlo wo e Sego wa Semmušo (NGO), dinyakišišo tše di ba fa sebaka sa go anega dikanegelo tša bona tša go hlokofalelwa tše di swanago di nnoši. Dikanegelo tše di ka bego di ile tša homotšwa ke leuba la go hlokofalelwa ka lebaka la mahu a mantši lefaseng ka bophara ka lebaka la bolwetši bja HIV le Aids. Di lebelela ka botlalo go hlokofala ga batho ba bantši mo go dirilego gore bana ba ba mahlalagading ba be le mathata le ka moo se se ba amilego e sego fela mmeleng, eupša maikutlong le meboyeng ya bona. Ka lebaka le, dinyakišišo tše di leka go bontšha ka moo bana ba ba mahlalagading ba lego gare ka tshepedišo ya – ka go šomiša go anega dikanegelo – go beakanya lefsa kanegelo ya maphelo a bona le maphelo a bao ba kgathalago ka bona ka moya wa mmakgonthe wa Botho (Ubuntu) go hwetša kholofelo ye mpsha ka pitšeng ya gauta ye e lego mafelelong a molalatladi ye go bolelwago ka yona ka se.
SEPEDI: Dinyakišišo tše di lebelela go hlokofalelwa ga bana ba mahlalagading bao ba tlogetšwego e le ditšhiwana le go ba kotsing ya mathata a HIV le Aids yeo e golofatšago khonthinente ya Afrika. Go hlokofalelwa le ditaba tša bona tša monagano le tša semoya tše di amanago le go hlokofalelwa mo di hlahlobja ka go šomiša post-foundationalism bjalo ka mokgwa wa Tiragatšo ya Thutabodumedi gammogo le mokgwakanegelo wa dinyakišišo le kalafo. Se se dirwa ka go kopanya mekgwa ye ka bokgabo bja go anega kanegelo ka tikologong ya Seafrika ye e swanago e nnoši. Ka go theeletša dikanegelo tša bana ba mahlalagading ba lesome bao ba lego ka fase ga tlhokomelo ya PEN, Mokgatlo wo e Sego wa Semmušo (NGO), dinyakišišo tše di ba fa sebaka sa go anega dikanegelo tša bona tša go hlokofalelwa tše di swanago di nnoši. Dikanegelo tše di ka bego di ile tša homotšwa ke leuba la go hlokofalelwa ka lebaka la mahu a mantši lefaseng ka bophara ka lebaka la bolwetši bja HIV le Aids. Di lebelela ka botlalo go hlokofala ga batho ba bantši mo go dirilego gore bana ba ba mahlalagading ba be le mathata le ka moo se se ba amilego e sego fela mmeleng, eupša maikutlong le meboyeng ya bona. Ka lebaka le, dinyakišišo tše di leka go bontšha ka moo bana ba ba mahlalagading ba lego gare ka tshepedišo ya – ka go šomiša go anega dikanegelo – go beakanya lefsa kanegelo ya maphelo a bona le maphelo a bao ba kgathalago ka bona ka moya wa mmakgonthe wa Botho (Ubuntu) go hwetša kholofelo ye mpsha ka pitšeng ya gauta ye e lego mafelelong a molalatladi ye go bolelwago ka yona ka se.
Thesis (PhD)--University of Pretoria, 2010.
Practical Theology
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Kegley, Michele Dawn. "Socio-Economic Stability and Independence of Appalachian Women." Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1327600618.
Full textClark, Cammi. "When Bad Genes Ruin a Perfectly Good Outlook: Psychological Implications of Hereditary Breast and Ovarian Cancer via Narrative Inquiry Methodology." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1565254126257837.
Full textÖrulv, Linda. "Fragile identities, patched-up worlds : Dementia and meaning-making in social interaction." Doctoral thesis, Linköpings universitet, Hälsa och samhälle, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-11736.
Full textThis thesis focuses on the identity work and the meaning- or sense-making that continue in the face of evolving dementia diseases, in social interaction, and the challenges for care this involves. The study adopts an actor-oriented approach and addresses the question of how persons with age-related progressive dementia diseases in everyday communication make sense of their situations, their surroundings, and their lives – all within the context of daily life in residential care. Of particular interest is how these persons handle issues of joint action in a shared world and how they establish and maintain an identity in the inte-raction. This is in spite of severe memory problems, disorientation in time and space, dif-fering understandings of the current situation, and difficulties in telling “accurate” and temporally ordered stories about their lives. The thesis also addresses the question of how caregivers may handle the complex interplay between residents in daily care, in maintain-ing and respecting these persons’ dignity. The study follows a growing tradition of studying interaction in dementia as mean-ing-based and situated in a context rather than merely as behavior caused by cognitive impairment. Methodologically, this is an ethnographic study based on observations made within a period of six months. The data consist of around 150 hours of video recordings and complementary field notes. This extensive material has made it possible to study the social interaction both in detail and situated in a larger context. The findings point to remaining competences and strategies that persons with demen-tia use actively and creatively in the ongoing interaction – and, given the premises, often in a rational way. This is discussed in terms of resources for dementia care, in relation to the great challenge of patching up and putting together a comprehensive socially shared world as well as maintaining continuity with the persons’ previous life histories in a way that preserves a positive self-identity.
McKillop, Chris. "'Stories about ... assessment' : understanding and enhancing students' experiences of assessment in art and design higher education using on-line storytelling and visual representations." Thesis, Robert Gordon University, 2006. http://hdl.handle.net/10059/230.
Full textUsbeck, Frank. "Fighting Like Indians. The "Indian Scout Syndrome" in American and German War Reports of World War II." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-195491.
Full textUsbeck, Frank. "Fighting Like Indians. The "Indian Scout Syndrome" in American and German War Reports of World War II." Universitätsverlag Winter, 2012. https://tud.qucosa.de/id/qucosa%3A29199.
Full textHallowes, A. A. "Drawing on the potential of 'once upon a time' : an examination of the effect of a live and interactive storytelling process on subsequent drawings by children in a Reception Class." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/3764/.
Full textNeil, Marjorie H. "Mapping the ethical journey of experienced nurses now practising in rural and remote hospitals in central and south-west Queensland and in domiciliary services in Brisbane : a grounded theory approach." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/41844/1/Marjorie_Neil_Thesis-.pdf.
Full textPrasad, Allison S. "Lift Every Voice: The Counter-Stories and Narratives of First-Generation African American Students at a Predominately White Institution." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397667313.
Full textWood, Hannah. "Video game 'Underland', and, thesis 'Playable stories : writing and design methods for negotiating narrative and player agency'." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/29281.
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