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Westphal, Richard F. Fortune Ron. "The place of narrative in composition studies a multidisciplinary approach /." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521346.
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Thesis (D.A.)--Illinois State University, 1994.Title from title page screen, viewed April 17, 2006. Dissertation Committee: Ronald J. Fortune (chair), Lucia C. Getsi, Douglas Hesse. Includes bibliographical references (leaves 206-212) and abstract. Also available in print.
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Anthias, Louise. "Constructing personal and couple narratives in late stage cancer : a narrative analysis." Thesis, University of East London, 2015. http://roar.uel.ac.uk/5179/.
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An increasing number of people with terminal cancer are being cared for at home, often by their partner. This study explores the identity, experiences and relationships of people caring for their partner at the end of life and how they construct their experience through personal and couple narratives. It draws upon dialogical approaches to narrative analysis to focus on caring partners and the care relationship. Six participants were recruited for the study. Two methods of data collection are used: narrative interviews and journals. Following individual case analysis, two methods of cross-narrative analysis are used: an analysis of narrative themes and an identification of narrative types. The key findings can be summarised as follows. First, in the period since their partner's terminal prognosis, participants sustained and reconstructed self and couple relationship narratives. These narratives aided the construction of meaning and coherence at a time of major biographical disruption: the anticipated loss of a partner. Second, the study highlights the complexity of spoken and unspoken narratives in terminal cancer and how these relate to individual and couple identities. Third, a typology of archetypal narratives based upon the data is identified. The blow-by-blow narratives illustrate how participants sought to construct coherence and meaning in the illness story, while champion and resilience narratives demonstrate how participants utilised positive self and relational narratives to manage a time of biographical disruption. The study highlights how this narrative approach can enhance understanding of the experiences and identities of people caring for a terminally ill partner.
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Cazarotti-Pacheco, Mirian 1969. "O discurso narrativo nas afasias = The narrative discourse in aphasias." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/271174.
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Orientador: Rosana do Carmo Novaes PintoTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Esta tese tem como principal objetivo apresentar e discutir o discurso narrativo oral - que se revelou como aquele que mais resiste nas afasias - como (i) um espaço privilegiado para a análise dos impactos das afasias na linguagem dos sujeitos tanto no nível do sistema linguístico - para avaliar, por exemplo, as dificuldades de combinação e seleção de elementos (fonético-fonológicos, sintáticos e semântico-lexicais) - como aspectos pragmáticos e discursivos; (ii) um contexto no qual se pode observar e analisar as soluções criativas encontradas pelos afásicos para driblar suas dificuldades e (iii) um espaço para o trabalho de reorganização linguístico/cognitiva no acompanhamento terapêutico. A narrativa, dessa forma, pode ser compreendida também como uma metodologia que possibilita eliciar dados singulares, uma vez que são produzidos em situações efetivas de uso da linguagem. Para o desenvolvimento do trabalho, foram selecionados onze episódios narrativos, produzidos dialogicamente entre sujeitos afásicos e não-afásicos em sessões coletivas e individuais do Grupo III do Centro de Convivência de Afásicos (CCA), vídeo-gravados e posteriormente transcritos e analisados segundo metodologia qualitativa, de cunho indiciário (cf. GINZBURG, 1986/1989). Todos os sujeitos afásicos que participaram desta pesquisa produziram narrativas, mesmo aqueles com afasias consideradas graves do ponto de vista da produção. Buscamos analisar os elementos constitutivos de cada episódio narrativo considerando-se as categorias postuladas por Labov & Waletsky (1967) e mobilizando também conceitos bakhtinianos para explicitar os processos que os afásicos percorrem para se aproximar de seu querer-dizer (como enunciado, acabamento, conclusibilidade etc), assim como questões relativas à ética que deve orientar os processos terapêuticos. As práticas sociais de linguagem, em situações de uso efetivo, possibilitam que o afásico exerça seu papel de sujeito ativo nos círculos sociais dos quais faz parte, mesmo nos casos considerados "graves". O trabalho orientado pelas teorias enunciativodiscursivas privilegia os sujeitos e não a sua patologia; dão vez e voz aos afásicos, demanda que o seu interlocutor se constitua verdadeiramente como "parceiro da comunicação verbal" (cf. BAKHTIN, 1979/2010), que se coloque disponível para a escuta (cf. PONZIO, 2010)
Abstract: The main goal of this thesis is to present and discuss the narrative discourse - which was found to be the most resistant in aphasia - as (i) a privileged locus for the analysis of its impact on language, either on the linguistic system (to evaluate, for instance, the difficulties of selection and combination of linguistic elements - phonetic/phonological, syntactic and lexical-semantic), as well as concerning pragmatic and discursive aspects; (ii) as a context in which one can observe and analyze the creative solutions found by the aphasics in order to face their difficulties; (iii) as a locus for the linguistic/cognitive reorganization during the therapeutic follow-up. Narrative discourse, this way, may be understood as a methodology which makes it possible to elicit singular data, once they are produced in effective use of language. To develop the work, eleven narrative episodes were selected, which were produced dialogically between aphasic and non-aphasic subjects during individual sessions and group meetings of Group III of Centro de Convivência de Afásicos (CCA). Data were videorecorded, afterwards transcribed and analyzed according to qualitative methodology, of evidentiary nature (cf. GINZBURG, 1986/1989). All the aphasic subjects who participated in this research produced narratives, even those that can be considered to have severe aphasia, from the perspective of production. We sought to analyze the constitutive elements of each narrative episode, taking into consideration the categories postulated by Labov & Waletsky (1967) and also mobilizing bakhtinian concepts to explicit the paths which aphasics follow in order to approach their speech-will, as well as questions concerning the ethics that must guide the therapeutic processes. The social practices, in situations of effective use of language, make it possible to the aphasics to play the role of active subjects in the social circles they participate, even in severe cases. The work guided by enunciative-discursive theories privileges the subjects, not pathologies; it gives voice to the aphasics (and restitutes them their turn); it demands that the interlocutor of the aphasic becomes truly the partner of the verbal communication (cf. BAKHTIN, 1979/2010); it demands that he (the partner) puts himself available to listen to the aphasic (cf. PONZIO, 2010)
Doutorado
Linguistica
Doutor em Linguística
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Chindalo, Pannel. "Immigrant minorities' stories a narrative analysis /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq39180.pdf.
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Chamberlain, Elizabeth. "Stories of adoption : a narrative analysis." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551665.
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This thesis consists of a literature review, a research paper and a critical review which report on children who are looked after and adopted. The literature review explores whether understanding attachment theory is improving services for children who are looked after. A narrative review of relevant literature considers the challenges for children in care, and considers how attachment theory provides a model for understanding their needs. The review then reflects on the context of the development of diagnostic criteria for attachment disorder and the impact of the wider dissemination of these ideas, via the internet. It also considers the difference between current research and academic understanding of attachment theory and 'popular' definitions of attachment and what is effective for children with early aversive experiences. Final discussions focus on interventions based in attachment theory, which show promise in improving outcomes for children who are looked after. The research paper is a narrative analysis of stories of adoption. Young people, adopted outside of their birth family, participated in life story interviews. Their stories illustrate the complexity of the adoption experience and highlight the multi-dimensional impact of adoption over the lives of young people. Within their stories, there were a number of shared plots as well as diversities, with five' acts' resembling a series of progressive and regressive phases: "origins: what I am from", "realities of abandonment", "living with a shadow life", "searching for answers" and "re-authoring their experiences". Key metaphors, such as "the alien", "the freak" and "the lucky one", and significant life events, such as searching for and making contact with a birth mother and re-visiting their country of origin, were located within their life stories. The contributions of these narratives to the existing theoretical evidence base, and interpretations, which are germane to clinical practice, are discussed.
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Sudwell, Mark Ian. "Chronic back pain : a narrative analysis." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367457.
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Richter, Michael. "Das narrative Urteil : erzählerische Problemverhandlungen von Hiob bis Kant." Berlin de Gruyter, 2008. http://deposit.d-nb.de/cgi-bin/dokserv?id=3118667&prov=M&dokv̲ar=1&doke̲xt=htm.
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Bennett, Bonita. "Temporal representation in narratives of forced removals : a narrative analysis of life story texts." Thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/6716.
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In this thesis I have examined the life stories of three victims of forced removals. It is based on an understanding that there is much that we can learn from the lives of 'ordinary people' and that the oral medium is a rich source of understanding other aspects of society. Chapter 1 sketches the background of this study, and the socio-political context within which it has grown. In the main theory section (chapter 2), I provide a general overview of the tools of narrative-based discourse analysis which I have used for my work and lead into a consideration of theories of memory and time. I focus particularly on aspects of representation of time in narrative and explore the nature of traumatic memory in relation to this. In chapter four, my analysis draws attention to the different ways in which narrators make sense of the traumatic event in their lives. In fact, my analysis demonstrates that trauma shares fewer features with 'events' (as understood by Portelli, Ricouer and others), and seems to correspond more closely to an understanding of it as 'duration'. I conclude that the concept of linear time is not the organising principle in the narratives which I have examined, and that the forced removal has been a central occurrence around which the rest of life - and narrating about life is understood.
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Christopher, Justin. "Testimony in narrative educational research: a qualitative interview, narrative analysis and epistemological evaluation." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5730.
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The purpose of this study is to assess issues that arise in the context of epistemological claims in narrative educational research by means of narrative analysis and epistemological evaluation. The research questions which guided the study were: 1) To what extent is epistemology considered by narrative educational researchers?; 2) What issues do narrative educational researchers perceive when capturing participant testimony?; 3) What procedures do narrative educational researchers carry out which assure of methodological rigor?; and 4) What additional procedures, either before, during or after a study, can narrative educational researchers carry forth to assure that the research is the most meaningful for the researcher, the participant and anyone else who reads the research study? I applied multiple methods to address these questions, narrative thematic analysis and epistemological evaluation. Research participants included four narrative educational researchers.
First, based on interviews, and after two rounds of open coding, narrative thematic analysis provided several themes which emerged based on the testimony provided by the research participants. Following the creation of themes, I completed the narrative thematic analysis by discussing how participant responses fit within the themes. Second, I epistemologically evaluated the quality of narrative educational research by relying on epistemological theory and concepts found in philosophical literature. The theoretical foundation for this work arose from developments that largely build and extend from classical reductionist and nonreductionist positions on the epistemology and social epistemology of testimony.
Results from the evaluation provided a mix of strengths and weaknesses epistemologically, and therefore methodologically, in narrative educational research. Positively, I found strength in the methodological approach of building a close relationship between researcher and participant, and strength is found in a level of triangulation to address validity concerns. For weaknesses, I found that too much trust is offered by the researcher to the participant, both in themselves as well as in their testimony. Relatedly, accuracy in recall from memory and the dearth of concern about truth also presented issues. I recommended that in working to assure that trust is offered and justified by both the speaker and hearer, with greater concern to accuracy and truth, testimonial beliefs are more likely to be warranted. Future studies can focus on the inclusion of teachers, students and principals to provide additional insight, and a combining of a rich conceptual framework with a rigorous analytic approach to maintain the strengths of narrative research in education while addressing the weaknesses.
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Taylor, Eve. "Visions--, a narrative inquiry, analysis of identities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1994. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23756.pdf.
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Kidd, Sean A. "Street youth suicide, an analysis of narrative." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0008/MQ52588.pdf.
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Gluck, Leah Sara, and Leah Sara Gluck. "Written Narrative Analysis in Primary Progressive Aphasia." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/624994.
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Primary Progressive Aphasia (PPA) is a slow-onset language disorder associated with cortical atrophy affecting critical language regions of the brain. There are three recognized variants of PPA, and they have been characterized on the basis of spoken language comprehension and production, as well as the location of cortical atrophy. Although written language is also impaired in PPA, the research in this area is limited, especially at the text level. The aim of this paper was to characterize the written narrative language samples of three individuals, each diagnosed with a different variant of PPA. Because PPA differentially degrades underlying cognitive processes fundamental to language performance (i.e., semantics, phonology, syntax, and orthography), we predicted that written language profiles would vary accordingly. Damage to phonological processing would be associated with a decline in the grammatical accuracy of sentences. Written narratives were compared to spoken narratives, and samples were analyzed for each variant at two points in time, to understand the progression of decline of written language. We found that written narratives had fewer words, but greater proportion of content. Overall, written narratives degraded phonological skills were, in fact, associated with the production of sentences that were not well-formed. These data support further investigation of narrative writing skills over time in individuals with PPA.
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Navarro, Luke Alonso. "A literary analysis of the flood narrative." Theological Research Exchange Network (TREN), 2004. http://www.tren.com.
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Li, Meng. "Narrative Advertising." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2485.
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Brand meaning, which is often used in narrative advertising, is an important value that companies try to build around their loyal consumers. This exploratory research aims to explore brand meanings from consumers’ narratives. This study analyzed 2,382 consumer submitted narratives for a real brand in the food service marketplace. Brand narratives were analyzed using a mixed method content analysis approach by applying Leximancer software to generate key themes and their related concepts. The results indicate brand meaning with some thematic similarities as well as differences when comparing narratives submitted by females and males. This exploratory study introduces analyzing narrative as a way to learn brand meaning and generate future narratives that could be applied to creative message strategy.
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Maccari, Emanuela. "Narrative discourse patterns in dementia." Thesis, University of Aberdeen, 2018. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=236553.
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This study was designed with the aim of exploring from a qualitative point of view the communicative abilities of people affected by dementia. From among the different discourse genres, narratives were selected as these appear frequently in conversation and at the same time are a complex activity in which different cognitive and social skills interact. In spite of their apparent simplicity, they require an extended effort by the teller, who needs to choose an appropriate point in the conversation when the narrative can be introduced, recall all the necessary details and organize them in a comprehensible order, possibly employing a series of devices to hold the audience's attention. The focus on the investigation of communicative disorders was chosen with the aim of gaining a better understanding of what is normal or neurotypical in narrative discourse production. As a possible cause for impairment in communication I opted for dementia because it is a major health issue of which we have only a partial understanding. In particular, inconsistencies in the diagnostic practices have been pointed out, revealing an urgent need for a more accurate description of the behavioural symptoms. The data under examination have been collected in informal conversations with sixteen people affected by dementia. Further information on the communicative behaviour of the person affected by dementia was elicited from a family member by means of a semi-structured interview. The application of a simplified version of Labov and Waletzky's (1967) framework of narrative analysis, integrated with insights from Conversation Analysis, and contributions from anthropology, social sciences, narratology, as well as cognitive psychology, yield a number of results. Although a certain amount of variation was observed in the behaviour of the participants, the overall results seem to reflect findings from previous research and show how the progressive deterioration of the ability to retrieve and encode autobiographical memory is reflected in the diminishing ability to structure narrative discourse. Complex or canonical narratives seem to become frequent as dementia progresses, narratives become more fragmented, and contain more pauses and fillers, confusion in the chronological organization and confabulation, which is often fitted into previously established storylines; stories and story chunks are frequently repeated, then are reduced to brief comments that are scattered throughout discourse, so that they are no longer recognizable as narratives, but only as traces. The findings also add information on this process, such as that the ability to provide all the necessary details of orientation seems to be compromised since the early stages of the condition, as well as the ability to plan the narration, due to impairment of the executive function. Speakers in the moderate to severe stages displayed either a tendency to withdraw from the conversation or the opposite tendency to rely on a number of repetitions of small stories, story chunks and formulaic expressions, and on confabulation, in order to provide their contribution to the interaction. Some instances of potentially disordered behaviour displayed by mildly impaired participants have highlighted that both the interactional outcome and the frequency with which they appear in discourse can help make decisions on the level of acceptability of apparently deviant linguistic expressions. This may contribute to the description of the early symptoms of dementia. More research is urgently needed on the discourse abilities of neurotypical elderly speakers, as well as more collaboration between the clinical and linguistic field.
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Chaka, Molelekeng Theresia. "The narrative of abuse in Sesotho." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50503.
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Thesis (MA) -- University of Stellenbosch, 2005.ENGLISH ABSTRACT: This study examines data from account-giving in Sesotho. Am account-making process according to Warren (1989), is more like a "life in motion" in which individual characters are portrayed as moving through their experiences, dealing with some problem in their lives and at the same time diligently searching for a resolution. It is then this quest to understand the major stresses in each individual's mind that is at the core of this study. The reasons that lead to the result of the daily experiences of destitution, depression, death, disability etc, are also addressed here. Narrative accounts form the basis of moral and social events and as such, stories have two elements through which they are explored. They are explored firstly in the way in which they are told and secondly, in the way they are lived in the social context. These stories follow a historically or culturally based format, and to this effect, Gergen (1994) posited narrative criteria that constitute a historically contingent narrative form. Narrative forms are linguistic tools that have important social functions to satisfactorily fulfil such needs as stability narrative, progressive narrative and regressive narrative.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek data oor verslagdoening in Sesotho. 'n Verslagdoeningsproses is volgens Warren (1989) soos 'lewe in beweging', waarin individuele karakters voorgestel word as dat hulle beweeg deur ervarings, en een of ander probleem in hulle lewe aanspreek, en terselfdertyd soek na 'n oplossing. Dit is hierdie soeke om die spanninge te verstaan in die denke van elke individu wat aan die kern van hierdie studie lê. Die redes wat lei tot die resultaat van die daaglikse ondervindings van eensaamheid, depressie, dood, gestremdheid, ens. word ook beklemtoon in hierdie studie met verwysing na Sesotho verslagdoenings. Narratiewe verslagdoening vorm die basis van morele en sosiale gebeure, en as sulks, vorm dit die twee elemente waardeur hulle ondersoek word. Dit word ondersoek, eerstens deur die wyse waarop dit vertel word en tweedens, deur die wyse waarop dit beleef word in die sosiale konteks. Hierdie stories volg 'n histories of kultureel-gebaseerde formaat en, tot hierdie effek, het Gergen (1994) narratiewe kriteria gepostuleer wat 'n histories afhanklike narratief vorm. Narratiewe vorme is linguistiese gereedskap wat belangrike sosiale funksies het om behoeftes te vervul aan stabiliteit narratiewe, progressiewe narratiewe, en regressiewe narratiewe.
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DelConte, Matthew T. "Who speaks, who listens, who acts a new model for understanding narrative /." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1055173633.
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Thesis (Ph. D.)--Ohio State University, 2003.Document formatted into pages; contains x, 217 p. Includes bibliographical references (p. 210-217). Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2006 June 3.
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Jud, Petra. "A Swiss Tale of Security : Critical Analysis of Switzerland’s Federal Council’s Security Narrative." Thesis, Försvarshögskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-9666.
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This paper seeks to explore why the people of Switzerland have preponderantly voted in favour of a strong military defence despite the reality of Swiss security in the 21st century being dependent on international collaboration outside the military arena. The conundrum is answered by determining the Swiss Federal Council’s strategic narrative regarding security, through examination of its explanatory texts in voting booklets between 1978 and 2020, finding that the matter of armed neutrality is a red thread. Either neutrality is used as justification of an act supported by the Federal Council, or that neutrality would be harmed by popular initiatives the Council does not endorse.
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Sudhahar, Saatviga. "Automated analysis of narrative text using network analysis in large corpora." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685924.
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In recent years there has been an increased interest in computational social sciences, digital humanities and political sciences to perform automated quantitative narrative analysis (QNA) of text in large scale, by studying actors, actions and relations in a given narration. Social scientists have always relied on news media content to study opinion biases and extraction of socio-historical relations and events. Yet in order to perform analysis they had to face labour-intensive coding where basic narrative information was manually extracted from text and annotated by hand. This PhD thesis addresses this problem using a big-data approach based on automated information extraction using state of the art Natural Language Processing, Text mining and Artificial Intelligence tools. A text corpus is transformed into a semantic network formed of subject-verb-object (SVO) triplets, and the resulting network is analysed drawing from various theories and techniques such as graph partitioning, network centrality, assortativity, hierarchy and structural balance. Furthermore we study the position of actors in the network of actors and actions; generate scatter plots describing the subject/object bias, positive/ negative bias of each actor; and investigate the types of actions each actor is most associated with. Apart from QNA, SVO triplets extracted from text can also be used to summarize documents. Our findings are demonstrated on two different corpora containing English news articles about US elections and Crime and a third corpus containing ancieilt folklore stories from the Gutenberg Project. Amongst potentially interesting findings we found the 2012 US elections campaign was very much focused on 'Economy' and 'Rights'; and overall, the media reported more frequently positive statements for the Democrats than the Republicans. In the Crime study we found that the network identified men as frequent perpetrators, and women and children as victims, of violent crime. A network approach to text based on semantic graphs is a promising approach to analyse large corpora of texts and, by retaining relational information pertaining to actors and objects, this approach can reveal latent and hidden patterns, and therefore has relevance in the social sciences and humanities.
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Insell, Maria Katherine. "Avant-garde film theory and praxis : an historical analysis of the narrative/anti-narrative debate." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28074.
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This analysis of the narrative/anti-narrative debate in avant-garde film theory and praxis is contextualized in terms of the developments in Modernism in the visual and plastic arts. The problems raised by the aesthetic strategies formal autonomy versus narrative appropriation are explored by examining several discrete historical paradigms rather than following a strict linear historical chronology of the development of Modernism and avant-garde practices. Therefore the late 1930's East/West debates between the four writers associated with the Frankfurt school were discussed because their discourses reveal a spectrum of possibilities which span each end of this polarized autonomy/efficacy argument. The discourses look at the issues of production aesthetics and reception aesthetics also. Within the parameters of East/West debates, the positioning of the subject in terms of "distracted habit" or "praxis" are critical considerations to a reception aesthetic. Another historical paradigm for this debate was the writing and film practice which emerged from the nexus of the events of May 1968. The East/West debates informed this writing and the development of the aesthetic questions raised by Peter Wollen in the "Two Avant-Gardes." Here the important issues of materialism, ontology, and the development of human perception are raised. The return to narrative is represented by the "second" avant-garde's film practice (Godard, Straub etc.) and informs the issues of new narrative in feminist film practices. This is narrative with a difference however. Here questions of language and the production of culture are critically examined and naturally the narrative/anti-narrative debate continues. Finally, these issues are brought foreword to the contemporary context and related specifically to the production of avant-garde film in Canada. One can see this contemporary debate in light of the past, however, the conclusions drawn by the thesis do not presume to resolve the narrative/anti-narrative debate or prescribe one particular approach, since this will arise from actual practice. The intention of the study is to introduce the central issues raised by social commitment/artistic autonomy and contribute to a better understanding of theoretical and practical implications of the debate over the use of narrative.Arts, Faculty of
Theatre and Film, Department of
Graduate
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Wall, Orlando. "Narrative analysis in the Book of Jonah a study of literary techniques in Hebrew narrative /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
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Heath, James. "Living with a pituitary tumour : a narrative analysis." Thesis, Lancaster University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.657634.
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Pituitary tumours unlike most other brain tumours are classed as benign and noncancerous. Individuals with a pituitary tumour may experience a diverse range of difficulties such as fatigue, ,infertility, changes in physical appearance, depression and anxiety. Studies have reported that individuals with pituitary tumours experience impairments in quality of life. However, there has been limited research investigating the experience of living with a pituitary tumour. In section one studies investigating the psychosocial well-being of individuals with a pituitary tumour after treatment were systematically reviewed. A total of35 papers were indentified. Overall, individuals with a pituitary tumour had significantly lower levels of psychosocial well-being compared to normative data and healthy controls. The results were inconsistent in relation to other patient groups and the relationship between age, gender and hormone levels and psychosocial well-being. Whilst treatments may be beneficial in the short term, psychosocial well-being may actually reduce in the long term. Therefore, further longitudinal research is needed to investigate levels of psychosocial well-being and to investigate other potential psychological, social and cognitive influences on psychosocial well-being. Section two explored how the narratives of eight individuals living with a pituitary tumour have been affected by their experiences. Results are presented temporally over five chapters. The narrative was characterised by the flow between the culturally dominant restitution narrative and the chaos narrative (Frank, 1995). Future research and clinical implications were also discussed. In the third section, reflections on the research study in relation to power, personal experiences and theory were discussed which highlighted some of the challenges and areas for future research.
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Ramachandran, Venkateshwaran. "A temporal analysis of natural language narrative text." Thesis, This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-03122009-040648/.
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Wolinsky, Elaina Paulette. "A narrative analysis of how adolescents construct career." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/30280.
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Currently, the concept of career is evolving. While the concept of career is changing, the developmental stage of adolescence is being prolonged. Within this context, this study focused on the adolescent experience; specifically, how are grade 12’s constructing their careers according to this new vision of career and adulthood? The purpose of this study was to learn more about the adolescent experience to be better able to support them throughout this transition. This study used semi-structured interviews to gather narratives from seven grade 12 students. Through a holistic-content analysis, four main themes emerged from the data. There were three main themes around identity. The first explained how participants relied on their identity to make career decisions. The second theme was how participants expressed a need to explore who they are to be able to commit to career plans. The participants saw exploration as meeting new people and having new experiences. The activities involved were mostly travelling and living away from home. Once the participants felt that their exploration was over, they then felt that they would make a career choice. For the fourth theme, the career choice was discussed in terms of having formed a stable career identity, which would allow them to think about other parts of their lives, such as a family. The last theme addressed in this thesis was emotions that were present in the participants’ narratives, which were fear and excitement. From these findings, it is my hope that we continue to study career development through the use of narrative methodology to be able to learn more about the adolescent experience.
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Martineau, Félix. "PNFG : a framework for computer game narrative analysis." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99353.
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Narratives play a significant role in many computer games, and this is especially true in genres such as role-playing and adventure games. Even so, many games have narratives which possess a certain number of flaws that can deteriorate the playing experience. This less than satisfying gameplay experience can obviously affect the commercial success of a given game. Our research originates from the need to identify these narrative flaws. In response to this need, we present a, framework for computer game narratives analysis. Our work focuses on Interactive Fiction games, which are textual, command-line and turn-based games. We first describe a, high level computer narrative language, the Programmable Narrative Flow Graph (PNFG), that provides a high level, user-friendly interface to a low level formalism, the Narrative Flow Graph, (NFG) [38]. The PNFG language is delivered with a set of enhancements and low level optimizations that reduce the size of the generated NFG output. As part of our work on the analysis of narrative structures, we developed a proof of concept heuristic solver that attempts to automatically find solutions to games from a lightweight, high level representation. We also define narrative game metrics and present a, metrics framework that simplifies the measurement and development of such metrics. These metrics contribute to broadening our general knowledge about game narratives.
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Crist, Nancy Gilbert. "Women’s Perceptions of Postpartum Stress: A Narrative Analysis." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3560.
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The impact of stress on the health of postpartum mothers is poorly understood. Although the postpartum period increases risk for stress related diseases such as depression and autoimmune disorders, little qualitative research has focused on women’s perceptions of postpartum stressors.
A constant comparative content analysis using Atlas.Ti was done on data collected by Groer (NIH R01 NR05000“Influence of Lactation on Postpartum Stress & Immunity) from 2001 to 2005. Women (n=127) answered the prompt, “Think of any one incident, thought, or feeling that stands out as very stressful to you and describe in as much detail as you choose.” Researcher triangulation was provided by independent coding of data by two qualitative researchers.
The women were predominantly white (91%), married (72%), and not yet working following the baby’s birth (70%). Only 28% had family incomes greater than $40,000 per year. Vaginal births were experienced by 66%, 83% without complications. Forty-seven percent were breastfeeding exclusively with 43% bottle feeding. Slightly less than half (48%) were first time mothers. Eighty-nine percent claimed no recent major life event, such as a death in the family. Twenty-seven postpartum stressors were identified that were grouped into five themes: 1) environmental stressors, 2) symptoms of depression, 3) infant health and safety issues, 4) maternal role strain, and 5) lack of support. Seventeen women identified fatigue or lack of sleep as stressful and each questioned her ability to parent a newborn.
Though these women would seem low risk for stress (having had an uncomplicated birth, being married and not yet back at work postpartum), 27 different postpartum stressors were identified. Stressors such as lack of sleep may be known by maternal-child nurses, but women are unprepared for them. Interventions need to be designed to provide anticipatory guidance for new mothers regarding postpartum stressors. Tools should be developed for use by clinicians to assess maternal stress in the postpartum period. Prenatal preparation anticipating stressors and postpartum vigilance in assessing stressors could ease the transition into motherhood.
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Roper, Sandra Lyn. "Stepmothering and identity : a synthestic narrative-discursive analysis." Thesis, Open University, 2017. http://oro.open.ac.uk/50384/.
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In Britain in the twenty-first century stepfamilies are numerically common but difficult to define since they may cross household boundaries. This has meant that stepmother families, who are often non-residential, are rarely included in research and there is a very limited literature which considers the perspectives of stepmothers themselves. However, there have been research findings suggesting greater stress for stepmothers than stepfathers. In a neoliberal climate there are increasing demands on parents, including fathers who do not live with the biological mother of their children, and this may contribute to particular stresses for stepmother families. This research used a synthetic narrative-discursive methodological approach, underpinned by feminist theory, to explore the identity work undertaken by stepmothers. In order to maximise the diversity of participants, data were drawn from a web forum for stepmothers and interviews with stepmothers of adult stepchildren. The analysis considers the discursive resources drawn upon as stepmothers negotiate potentially troubled identities. The empirical work is presented in three chapters: the first considers stepmothers talk about their (male) partners in which the men were often constructed as hapless, helpless or hopeless. The second looks at talk of home both as a physical and a relational space. In this stepmothers frequently demonstrated their own feelings of both invasion and exclusion, often not feeling ‘at home’. The third explores stepmothers’ talk in which the biological mothers of their stepchildren are often constructed as mad, bad and sometimes dangerous. The concluding chapter summarises the particular troubles with which stepmothers must contend highlighting the discursive resources that are drawn on and the constraints that these impose. Theoretical, methodological and empirical contributions are discussed including suggestions for policy. There are also discussions of future possibilities for extensions to this research exploring the experiences of the growing number of families with adult stepchildren.
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Santos, Bevin A. "A Narrative Analysis of Korematsu v. United States." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2238/.
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This thesis studies the Supreme Court decision, Korematsu v. United States, 323 U.S. 214 (1944) and its historical context, using a narrative perspective and reviewing aspects of narrative viewpoints with reference to legal studies in order to introduce the present study as a method of assessing narratives in legal settings. The study reviews the Supreme Court decision to reveal its arguments and focuses on the context of the case through the presentation of the public story, the institutional story, and the ethnic Japanese story, which are analyzed using Walter Fisher's narrative perspective. The study concludes that the narrative paradigm is useful for assessing stories in the law because it enables the critic to examine both the emotional and logical reasoning that determine the outcomes of the cases.
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Nielsen, Barry. "Discourse analysis in Malachi 1:1-29." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
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Shaver, Amy Susan Douglass. "Attaining "healthy life" as perceived by rural elderly community dwellers a narrative analysis /." Diss., Online access via UMI:, 2008.
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Trinchero, Beth. "Counter Narrating the Media’s Master Narrative: A Case Study of Victory High School." Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/261.
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Since the publication of A Nation at Risk (National Commission on Excellence in Education, 1983), Berliner and Biddle (1995) have argued media have assisted leaders in creating a “manufactured crisis” (p. 4) about America’s public schools to scapegoat educators, push reforms, and minimize societal problems, such as systemic racism and declining economic growth, particularly in urban areas. The No Child Left Behind (NCLB) Act (2001) functions as an important articulation of this crisis (Granger, 2008).
Utilizing the theoretical lenses of master narrative theory (Lyotard, 1984), Critical Race Theory (Delgado & Stefancic, 2001), and social capital theory (Bourdieu, 1986; Coleman 1988), this study employed critical discourse analysis (Reisigl & Wodak, 2009) to unmask the mainstream media’s master narrative, or dominant story, about Victory High School (VHS), which was reconstituted under the authority of the NCLB Act (2001). Findings revealed a master narrative that racialized economic competition, vilified community members, and exonerated neoliberal reforms.
Drawing on the critical race methodology of counter-narratives (Yosso, 2006), individual and focus group interviews with 12 VHS teachers, alumni, and community elders illustrated how reforms fragmented this school community, destroying collective social capital, while protecting the interests of capitalism and neoliberalism.
By revealing the interests protected by the media’s master narrative and beginning a counter-narrative voiced by members of the community, this study contributes to recasting the history of the VHS community, to understanding the intersections between race and class in working class communities of color, and to exposing the impact of neoliberal educational reforms on urban schools.
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Smith, Spencer J. "Male Narrative Identity in Young Adult Literature: An Interdisciplinary Approach to Narrative Psychology and Literary Analysis." Ohio University Honors Tutorial College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1366989257.
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Markowiak, Anthea N. "Narrative comprehension in Kindergarten: an analysis of talk about narratives by children differing in early literacy development." University of Sydney, 2006. http://hdl.handle.net/2123/1758.
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Master of Philosophy in EducationLiteracy skills include expressive language, oral and written, and receptive language, comprehension. This study explores both aspects of language in six Kindergarten children differing in early literacy development- three judged by teacher assessment to be 'at risk', and three acquiring Kindergarten skills as expected. Oral retellings of a familiar narrative and an unfamiliar story just heard, and a personal recount were taped and analysed using Halliday's Systemic Functional Grammar. Comprehension responses to individually shared narratives were also collected and analysed. The children's use of language and comprehension responses varied significantly. Those 'at risk' were unable to retell narratives, needed high levels of support to comprehend texts and produced less cohesive personal recounts. The linguistic analysis revealed vocabulary and rhetorical organisation affected the reconstruction of oral narratives. These children also seemed to find comprehending difficult when questions or recall involved following reference, negotiating marked Theme or drawing inferences. The study was designed as a series of one to one literacy experiences. A listening comprehension test showed that all children except one benefitted from the experience. The findings underline the importance of oral language development and the value of interactive teaching experiences to the attainment of sophisticated literacy skills.
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Markowiak, Anthea N. "Narrative comprehension in Kindergarten: an analysis of talk about narratives by children differing in early literacy development." Thesis, The University of Sydney, 2005. http://hdl.handle.net/2123/1519.
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Literacy skills include expressive language, oral and written, and receptive language, comprehension. This study explores both aspects of language in six Kindergarten children differing in early literacy development-three judged by teacher assessment to be 'at risk', and three acquiring Kindergarten literacy skills as expected. Oral retellings of a familiar narrative and an unfamiliar story just heard, and a personal recount were taped and analysed using Halliday's Systemic Functional Grammar. Comprehension responses to individually shared narratives were also collected and analysed. The children's use of language and comprehension responses varied significantly. Those 'at risk' were unable to retell narratives, needed high levels of support to comprehend texts and produced less cohesive personal recounts. The linguistic analysis revealed vocabulary and rhetorical organisation affected the reconstruction of oral narratives. These children also seemed to find comprehending difficult when questions or recall involved following reference, negotiating marked Theme or drawing inferences. The study was designed as a series of one to one literacy experiences. A listening comprehension test showed that all children except one benefitted from the experience. The findings underline the importance of oral language development and the value of interactive teaching experiences to the attainment of sophisticated literacy skills.
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Markowiak, Anthea N. "Narrative comprehension in kindergarten an analysis of talk about narratives by children differing in early literacy development /." Connect to full text, 2005. http://hdl.handle.net/2123/1758.
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Thesis (M. Phil. Ed.)--Faculty of Education and Social Work, University of Sydney, 2006.Title from title screen (viewed 5th June, 2007). Submitted in fulfilment of the requirements for the degree of Master of Philosophy in Education to the Faculty of Education and Social Work. Degree awarded 2006; thesis submitted 2005. Bibliography: leaves 256-263. Also issued in print.
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Markowiak, Anthea N. "Narrative comprehension in Kindergarten: an analysis of talk about narratives by children differing in early literacy development." Thesis, The University of Sydney, 2005. http://hdl.handle.net/2123/1758.
Full textAbstract:
Literacy skills include expressive language, oral and written, and receptive language, comprehension. This study explores both aspects of language in six Kindergarten children differing in early literacy development- three judged by teacher assessment to be 'at risk', and three acquiring Kindergarten skills as expected. Oral retellings of a familiar narrative and an unfamiliar story just heard, and a personal recount were taped and analysed using Halliday's Systemic Functional Grammar. Comprehension responses to individually shared narratives were also collected and analysed. The children's use of language and comprehension responses varied significantly. Those 'at risk' were unable to retell narratives, needed high levels of support to comprehend texts and produced less cohesive personal recounts. The linguistic analysis revealed vocabulary and rhetorical organisation affected the reconstruction of oral narratives. These children also seemed to find comprehending difficult when questions or recall involved following reference, negotiating marked Theme or drawing inferences. The study was designed as a series of one to one literacy experiences. A listening comprehension test showed that all children except one benefitted from the experience. The findings underline the importance of oral language development and the value of interactive teaching experiences to the attainment of sophisticated literacy skills.
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Palmer, Alan. "The presentation of the mind in narrative fiction." Thesis, University of East London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286608.
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The speech category approach of mainstream narratology does not give an adequate account of the form or the function of presentations by narrators to readers of fictional characters' minds. It: privileges the apparently mimetic categories of direct thought and free indirect thought over the diegetic category of thought report; views characters' minds as consisting only of a private, passive flow of consciousness, because of its overestimation of inner speech; and neglects the thought report of characters' states of mind. I suggest a radical reconceptualization, using the parallel discourses of Russian psycholinguistics and the philosophy of mind to fill the gaps left by narratology. For example, Vygotsky, Luria, Volosinov and Bakhtin show that inner speech is social in origin, dialogic in nature, and directs and regulates our day-to-day behaviour. Also, the philosophy of mind emphasises the importance of dispositions to behave in certain ways. A functional, teleological approach to fictional presentations of the whole mind, both states of mind and inner speech, analyses the purposive nature of characters' thought: their motives, intentions and resulting behaviour and action. It also shows how readers read plots as the interaction of characters' 'embedded narratives': their perceptual and conceptual viewpoints, ideological worldviews, and plans for the future. The embedded narrative approach is a theoretical framework which: considers the whole of a particular fictional mind, thereby avoiding the fragmentation of previous approaches; views characters' minds, not just in terms of passive, private inner speech presented in direct or free indirect thought, but in terms of the narrator's positive linking role in presenting characters' social, engaged mental functioning, particularly in the mode of thought report; and highlights the role of the reader in constructing the plot by means of a series of provisional conjectures and hypotheses about characters' embedded narratives.
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Bovey, D. "The artist biopic : a historical analysis of narrative cinema, 1934-2010." Thesis, University of Westminster, 2015. https://westminsterresearch.westminster.ac.uk/item/9w77z/the-artist-biopic-a-historical-analysis-of-narrative-cinema-1934-2010.
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The thesis provides an historical overview of the artist biopic that has emerged as a distinct sub-genre of the biopic as a whole, totalling some ninety films from Europe and America alone since the first talking artist biopic in 1934. Their making usually reflects a determination on the part of the director or star to see the artist as an alter-ego. Many of them were adaptations of successful literary works, which tempted financial backers by having a ready-made audience based on a pre-established reputation. The sub-genre’s development is explored via the grouping of films with associated themes and the use of case studies. These examples can then be used as models for exploring similar sets of data from other countries and time periods. The specific topics chosen for discussion include the representation of a single painter, for example, Vincent Van Gogh, to see how the treatment of an artist varies across several countries and over seventy years. British artist biopics are analysed as a case study in relation to the idea of them posing as a national stereotype. Topics within sex and gender studies are highlighted in analysis of the representation of the female artist and the queer artist as well as artists who have lived together as couples. A number of well-known gallery artists have become directors of artist biopics and their films are considered to see what particular insights a professional working artist can bring to the portrayal of artistic genius and creation. In the concluding part of the thesis it is argued that the artist biopic overall has survived the bad press which some individual productions have received and can even be said to have matured under the influence of directors producing a quality product for the art house, festival and avant-garde distribution circuits. As a genre it has proved extremely adaptable and has reflected the changing attitudes towards art and artists within the wider community. It has both encouraged renewed interest in the work of established national artists and also raised the profile of those relatively obscure such as Séraphine de Senlis and Pirosmani.
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Smith, James Carroll. "Charlotte Mason: An Introductory Analysis of Her Educational Theories and Practices." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/27029.
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This study has two goals. One is to begin to explicate the educational theories and practices of Charlotte Mason and the other is to determine whether or not her educational theories and practices are still useful in a 21st Century American School. The first goal is addressed in six essays that discuss major educational tenets of Mason’ s educational philosophy. The second goal is studied through a case study on The Children’s Community School.
The six essays based on major tenets of Mason’s educational theories and practices begin with the principle, â children are born persons,â which permeates all of her beliefs about teaching and learning. â Children are born persons' means that children change from within and not from without and, therefore, are discoverers of knowledge not vessels to be filled. Rousseau believed that children come with a good nature, but Mason contended that they come with a nature that is both good and evil, as all humans. Therefore children need to be educated to attenuate the evil nature. That is the second tenet. The third tenet is a discussion of authority and docility. If children have a good and evil nature then authority is necessary. However, since children are persons, they have a right to an education and they have a right to self-authority. The fourth essay discusses Mason’s beliefs about the sacredness of a child’s personality. In the fifth essay on pedagogy the discussion is concentrated on Mason’ s use of narration as an instructional tool. The last essay is on curriculum and includes a discussion of Mason’s views on curriculum and the use of the narrative in the curriculum. All of the essays bring to the discussion the thinking of other educational thinkers both past and present.
At the end of each essay is the story of the implementation of Mason’s educational theories and practices at The Children’s Community School. The data collection for this case study is defined by Mason’s educational principles discussed in each essay. Data were collected on site at the school through observations, interviews and documents. All interviews were transcribed. Data from transcriptions, observations, and documents were then coded by the six major tenets discussed in the essays. Connections were examined between the theory of Mason and the practice in The Children’s Community School.Ed. D.
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Clayton, Ruth. "The journey through early intervention services : a narrative analysis." Thesis, Lancaster University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.587072.
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This thesis represents an exploration of the experience of and recovery from the early stages of psychosis, focusing specifically on first-person accounts. In section one, ten qualitative papers in this area were reviewed and integrated to form a meta- synthesis. The findings of this review suggests that first-episode psychosis is not only traumatic but also has transcendental qualities. Professionals working in this area need to convey this with messages of hope that challenge the traditional belief that experiences of psychosis are incompatible with living a 'normal' life. It also indicates that the process of active meaning making individuals' naturally assume, to attempt to make sense of their experiences, is facilitated using an individualised and tailored approach, rather than relying on prescriptive explanatory models. However, the review highlights the methodological limitations of research in this area and suggests qualitative methodology that encourages participants to freely describe their experiences would add to the existing evidence base. To this end, section two reports the findings of a narrative analysis of six service users' experiences of psychological change and recovery within early intervention services in psychosis. The findings illustrated recovery in this context as a gradual process, punctuated with sudden, pivotal moments that seemed to concide with participants making attempts to become agents in their own change. The study highlights the importance of structure and activity as well as the power of feeling heard. It also argues for more a compassionate approach to recovery rather than reiterating influential social discourses around the importance of work in this process. The journey taken by the researcher through the research process is discussed in section three, with an emphasis on personal reflections and methological evaluation as well as implications for future research.
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Sanderson, Alexandra J. "A narrative analysis of behaviorally troubled adolescents' life stories." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ64838.pdf.
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Cortazzi, Martin. "Teachers' anecdotes : access to cultural perspectives through narrative analysis." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/4221.
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Teachers often tell anecdotes about children or classroom events. Such accounts are regarded as oral narratives of personal experience which are a natural part of teacher-to-teacher talk in occupational culture. In this thesis, models of narrative analysis are reviewed from the disciplines of sociology and sociolinguistics, psychology, literature and anthropology. In the empirical work, nearly one thousand narratives told by primary teachers were elicited in interviews or recorded in teachers' meetings. These are analysed in terms of their content and tellers' perspectives, both of which are considered elements of teachers' culture. Through narrative analysis a picture of primary teaching is built up, as portrayed by teachers. Particular narrative themes focussed upon include children who stand out, breakthroughs in learning, teachers' planning and teachers' experiences of disaster, humour and 'awkward' parents. Based on the analysis of these themes a number of models of teachers' cultural perspectives are suggested. The study proposes that narrative analysis can be used to study the cultural perspectives of occupational groups, in this case of teachers.
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Lively, Beth. "Mediated depictions of child physical abuse : a narrative analysis." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/864925.
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In recent years, the media have publicized the social problem of physical child abuse. This study examined three artifacts of physical abuse: the children's book Robin's Story, the popular song "Luka," and the television documentary Scared Silent: Exposing and Ending Child Abuse. Chapter One described each artifact and provided a literature review which detailed the writings about physical child abuse and artifacts discussing this topic. The chapter then posed research questions about how the artifacts viewed abused children and their abusers, the causes of abuse, and the solutions proposed for ending physical abuse.Chapter One finally discussed the narrative framework of rhetorical analysis used to examine the three artifacts. The narrative method used in this analysis employed three steps: 1) An examination of narrative structure, which discussed the plot of the story, the crucial points of the story and the events which supplemented those points, and the steps of breach, crisis, redress, and reintegration in the narrative; 2) An examination of narrative rationality, which talked about the completeness and true to life quality of the story and evaluated the reasons the rhetors gave for following the course of action endorsed by the story; and 3) An examination of narrative standards, including truth standard or how the narrative compares with what the audience believes is true; aesthetic standard or the grammar, setting, and characterization within the story, and ethical standard or the values expressed within the narrative. Chapter Two applied this framework to the children's book Robin's Story. Chapter Three viewed the popular song "Luka" through the narrative framework. Chapter Four discussed the documentary Scared Silent in terms of narrative analysis.Chapter Five then discussed the conclusions of the analysis for each artifact, artifacts discussing physical abuse, and for rhetoric. Some of the conclusions reached were that artifacts discussing physical child abuse should attempt to make their stories universal, that such artifacts need to distinguish between abuse and physical punishment, and that artifacts dealing with this problem must provide concrete courses of action to end physical abuse. This analysis concluded that, while narrative analysis provided the answers to the research questions, this framework needs to be made into a concrete method of rhetorical analysis to ensure that narratives are effectively evaluated. Narrative analysis was positive in this analysis, however, in that it supported the definitions of rhetoric as value, epistemology, motive, drama, meaning, and argument. This analysis found that, to end the problem of physical child abuse, rhetors must work with experts in this field and tailor artifacts from different perspectives to various audiences using different forms of media.Department of Speech Communication
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Wczasek, Ryan. "Food insecurity in the UK : a critical narrative analysis." Thesis, University of Essex, 2018. http://repository.essex.ac.uk/21690/.
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Food-insecurity is a serious and growing problem in the UK. The following research details the levels and causes of the problem and sets this in the context of the biggest contributors to food-insecurity, namely poverty and welfare-reform. The existing psychological research in the area is critiqued, and whilst it positively draws attention to the problems faced by food-insecure people, it does so through a positivist and medicalised lens that draws attention away from structural issues and towards the individual. As conceptions of distress grounded in relation to unequal power and access to resources may go some way to address this, several theories of power and resistance are outlined. Research questions addressing the context of food-insecurity, the power imbalances people faced, and how they resisted these imbalances were identified. Four participants who had experienced food-insecurity were interviewed for the study. Data was analysed using the Listening Guide, a method designed to listen for multiple complementary and contradictory voices within a person’s narrative. The method was adapted to add an extra layer of analysis, examining the voices of participants for how they reflected reproduction or resistance of structural power-imbalances in society. None of the participants spoke about problems of food-insecurity or mental-health in isolation from other areas of their lives, and all discussed their distress in relation to structural forces. The results suggest that framing distress in models of power and resistance has utility in both research and clinical psychological practice.
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Vuorelma, Johanna. "Losing Turkey? : narrative traditions in Western foreign policy analysis." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/91976/.
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This thesis is about Western foreign policy analysis on Turkey as a second-order representation that is narratively constructed. The thesis argues that the scholarly field contains ideological antagonisms related to the West and is influenced by narrative traditions that offer apt metaphors and cultural resources to turn random foreign policy events into meaningful narratives. The thesis examines how Turkey is narrated in Western foreign policy analysis and how these narratives impact on debates over the idea of the West with the use of three theoretical approaches: the aesthetic approach is about representation, the narrative approach about the method of representation, and the interpretative approach about the relationship between representation and reality. There are two methodological foundations upon which the thesis is built: Hayden White’s tropology and the interpretative approach of Mark Bevir and R.A.W. Rhodes that focuses on beliefs, traditions, and dilemmas. The thesis also employs Kenneth Burke’s rhetorical tools as well as George Lakoff’s seminal work on foreign policy metaphors. In the thesis, White’s four master tropes are teased out with the use of three organising metaphors – the ‘losing Turkey’ metaphor, the ‘Turkey at a crossroads’ metaphor, and the ‘Erdogan-for-Turkey’ metaphor – that have been deduced from the data set using qualititative text analysis. Employing a paradigmatic method, the thesis identifies manifestations of the debate on the West in the data set, which includes over one hundred foreign policy analysis articles especially in Foreign Affairs, The National Interest and Foreign Policy but also in other journals, blogs, and books. The thesis follows the debate on Turkey to wherever it is taking place with the condition that the narrator speaks from a Western perspective, is familiar with the scholarly tradition of studying Turkey, and puts forward interpretations that resonate so widely that they have turned foreign policy imagination into facts and common sense.
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Gadsby, Jonathan. "A dialogical narrative analysis of voice hearers and emotions." Thesis, Birmingham City University, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.719999.
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This thesis is the result of a process of Dialogical Narrative Analysis with twelve participants who hear voices that other people cannot hear. It uses the socio-narratology of Arthur Frank to examine their stories about their experiences in the context of the complex and conceptually contested fields of knowledge that are considered relevant to voice-hearing. The 12 voice-hearers present a wide range of ideas and explanatory frameworks about their experiences. Emotions are deliberately part of this thesis and many stories are as moving as they are complex. The author’s own experiences of these stories is also acknowledged and explored. Whereas much research about hearing voices is biological, psychological or occasionally sociological, this research has many aspects of political exploration and the field is understood as one of conflicting vested interests and ideologies. Many ethical considerations come to light, especially concerning forms of power and knowledge within mental health professions and services in the UK, but also within the Hearing Voices Movement, which is seen as a vital movement with a variety of possible histories. One possibility suggested by this research is that voice-hearers are able to tolerate, and benefit from, more dialogical approaches and that those that do may find more successful ways to live with their experiences than those who are subject to the strongly monological emplotments of much professionalised knowledge. Another strong theme is the great influence of neoliberal politics over individuals and notions of ‘health’.
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O'Halloran, Laura. "Talking about hearing voices : a narrative analysis of experience." Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/28622.
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People who hear voices can find the experience distressing. Largely speaking voice hearing is viewed by society, and some mental health professionals, as being a symptom of mental illness. In this way the experience of voice hearing is more often than not seen as being biological in nature which can preclude other possible explanations. A systematic literature review carried out in this study found that the most researched psychological intervention for use in schizophrenic spectrum disorders found was CBTp. The effectiveness of CBTp varied across studies but overall positive outcomes were reported. These included a reduction in relapse, improvement in social functioning and a reduction in symptoms. The evidence for the impact CBTp has on voice hearing as a specific symptom is less well established. The majority of trials place voice hearing within the wider category of positive symptoms. The majority of other interventions reviewed were found to be less effective than CBTp. There are some promising, albeit very limited, results to show that self-help groups have a positive impact for people who hear voices. This research project aimed to find out from voice hearers what their experiences are when it comes to talking about their voices. In total eight unstructured interviews were carried out with individuals from mental health services. Interviews were transcribed and analysed using Narrative Analysis. Results showed that some people want to talk about their voice hearing but, at times, a number of factors prevent this. These factors are external barriers, such as from services, and internal barriers, such as personal readiness to talk. In addition to this it seems that how people view themselves in their own story leads them to either being stuck within their difficulties or free to move on. Finally resources available to the individual, whether real or perceived, also impact on how able they are to manage their voice hearing. Clinical implications using the results in this study are discussed.
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Davids, Leila. "Muslim women in Cape Town : a feminist narrative analysis." Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/7993.
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Includes bibliographical references (leaves 137-151).Given the amount of literature on Islam in South Africa, very little has been written about the roles of Muslim women and their contributions to the development of Islam in this country. In addition, there is a dearth of academic work on the ways in which Muslim women in South Africa identify themselves. Of the writing that does exist, there is an almost exclusive focus on a binary distinction between modern and traditional women, which limits the multiplicity of expressions available to these women. This thesis examines through the analysis of narratives, the diversity of experiences and the fluidity of subjectivities for Muslim women, without conforming to binary divisions for analysis. Instead, the range of identities and the shifting processes of gender constructions are prioritised.
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Farag, S. M. "A linguistic analysis of spoken and written narrative discourse." Thesis, Aston University, 1986. http://publications.aston.ac.uk/10270/.
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Kybartas, Ben. "Design and analysis of ReGEN a narrative generation tool." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119760.
Full textAbstract:
Using procedural narrative generation in video games provides a flexible way to extend gameplay and provide more depth to the game world at low cost to the developers. Current examples of narrative generation in commercial games, however, tend to be simplistic, resulting in repetitive and uninteresting stories. We approach these challenges and develop a system for narrative generation that uses a context-aware graph rewriting framework. We use a graph representation of the game world to create narratives which reflect and modify the current world state. These narratives are all validated to ensure that they are completable and we design a novel set of metrics which provide an approximation of narrative quality by analyzing the structure of the narratives generated. We apply these metrics throughout the generation process to ensure a certain level of quality. These metrics are then used to examine the relations between the scale of the game world with the quality of narratives generation. Additionally, we validate our graph-rewriting approach by comparing our generated narratives to other procedurally generated stories, as well as to authored narratives from commercially successful and critically praised games. The results show that our narratives compare favourably to the authored narratives. Our metrics provide a new approach to narrative analysis, and our system provides a unique and practical approach to story generation.La génération procédurale d'histoire dans les jeux vidéo commerciaux permettre d'étendre le « gameplay » et d'approfondir l'univers du jeu à bas coup. Les jeux commerciaux qui utilisent ce genre de technologie le font de manière simpliste dont le résultat est souvent répétitif et ennuyeux. Nous avons développé un système qui crée des histoires procéduralement, ce système utilise une représentation de l'univers graphique (graphe) et réécrit cette structure afin de la faire évoluer. Cette représentation permet à notre système de comprendre l'univers, d'y modifier ce dernier et du fait créer des histoires qui respectent l'univers. Les histoires générées par le système sont validées afin d'assurer qu'elles sont logiques. De plus, nous avons défini des procédures innovatrices afin de mesurer la qualité des histoires générées. Ceci est accompli par l'entremise d'analyse de graphe. Ces procédures sont utilisées afin d'assurer une qualité minimale lors de la génération d'histoires. Par la suite, nous examinons les relations entre les histoires générées et la grandeur de l'univers ludique. Afin de valider notre approche, nous avons comparé nos histoires procédurales à d'autres systèmes procéduraux et d'histoires de jeux vidéo générées par la plume d'auteur. Nos résultats montrent que notre système se compare favorablement avec les histoires venant d'auteur humain. En sommes, notre approche permet d'analyser et mesurer des histoires en plus d'offrir une approche pratique et fonctionnelle à la génération procédurale d'histoire.