Relevant bibliographies by topics / Personal narratives

Academic literature on the topic 'Personal narratives'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Personal narratives"

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Bliss, Lynn S., and Allyssa McCabe. "Personal Narratives." Topics in Language Disorders 28, no. 2 (April 2008): 162–77. http://dx.doi.org/10.1097/01.tld.0000318936.31677.2d.

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EBRAHIM, HALLAT. "Narrative Analysis of The Kurdish Personal Narratives." Journal of The University of Duhok 23, no. 1 (June 1, 2020): 17–28. http://dx.doi.org/10.26682/hjuod.2020.23.1.3.

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Ulatowska, Hanna K., Belinda Reyes, Tricia Olea Santos, Diane Garst, Jessica Vernon, and Julia McArthur. "Personal Narratives in Aphasia: Understanding Narrative Competence." Topics in Stroke Rehabilitation 20, no. 1 (January 2013): 36–43. http://dx.doi.org/10.1310/tsr2001-36.

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Bliss, Lynn S., and Allyssa McCabe. "Personal Narratives: Assessment and Intervention." Perspectives on Language Learning and Education 19, no. 4 (October 2012): 130–38. http://dx.doi.org/10.1044/lle19.4.130.

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Personal narratives are a critical aspect of functional discourse. The purpose of this article is to describe the impairments of personal narrative discourse in children with language learning disorders. The authors also consider cultural aspects of narrative discourse, present assessment and intervention guidelines, and delineate cultural considerations.
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Fisher-Yoshida, Beth, and Joan C. Lopez. "Transforming Conflict Narratives." Journal of Transformative Education 19, no. 4 (October 2021): 433–44. http://dx.doi.org/10.1177/15413446211045173.

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Narratives, both personal and social, guide how we live and how we are acculturated into our social worlds. As we make changes in our lives, our personal stories change and, in turn, have the potential to influence the social narratives of which we are a part. Likewise, when there are changes in the culture and social worlds around us, that social narrative changes, thereby affecting our personal narratives. In other words, personal and social narratives are strongly linked and mutually influence each other. We may feel and know these transformations take place and understand the ways in which our lives are affected. However, we often struggle to document these shifts. This article suggests using the practical theory, Coordinated Management of Meaning (CMM) (Pearce, 2007), for narrative analysis to identify and surface personal and social narrative transformations.
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Iqbal, Liaqat, Dr Ayaz Ahmad, and Mr Irfan Ullah. "Narrative Style: A Sociolinguistic Analysis of Oral Personal Experience Narratives." sjesr 3, no. 1 (April 19, 2020): 41–47. http://dx.doi.org/10.36902/sjesr-vol3-iss1-2020(41-47).

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Personal narrative, a very important subgenre of narratives, is usually developed in a particular style. To know its specificity, in this study, oral personal narratives have been analyzed. For this purpose, twenty oral narratives, collected from twenty students of BS English, have been analyzed. In order to understand the macrostructure, i.e., narrative categories, Labov’s (1972) model of sociolinguist features of narratives has been used. For the analysis of microstructures, Halliday’s and Hasan’s (1976) five key cohesive ties: references, conjunction, substitution, ellipses, and lexical ties have been used. It was found that with little variations, most of the personal experience oral narratives follow the Labov’s structure of narrative analysis, i.e., abstract, orientation, complicating actions, resolution, evaluation, and coda. Likewise, while doing microanalysis, it was found that the narratives were well-compact with the help of elements of cohesive ties. The study shows that oral personal experience narratives can have the same structure as those of written narratives.
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SHIRO, MARTHA. "Genre and evaluation in narrative development." Journal of Child Language 30, no. 1 (February 2003): 165–95. http://dx.doi.org/10.1017/s0305000902005500.

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In this study I examine Venezuelan children's developing abilities to use evaluative language in fictional and personal narratives. The questions addressed are: (1) How does the use of evaluative language vary in fictional and personal narratives? (2) Is there a relationship between the use of evaluative language in these two narrative genres and children's age and socio-economic status (SES)? The sample consists of 444 narratives produced by 113 Venezuelan school-age children participating in 4 narrative tasks, in which personal and fictional stories were elicited. Findings suggest that age and socio-economic status have a greater impact on the use of evaluation in fictional stories than in personal narratives. Low SES and younger children are at a greater disadvantage when performing fictional narratives than when performing personal narratives. These results strongly imply that children's narrative competence cannot be assessed in a single story-telling task, given the importance that task-related factors seem to have on narrative abilities.
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Allen, Marybeth S., Marilyn K. Kertoy, John C. Sherblom, and John M. Pettit. "Children's narrative productions: A comparison of personal event and fictional stories." Applied Psycholinguistics 15, no. 2 (April 1994): 149–76. http://dx.doi.org/10.1017/s0142716400005300.

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ABSTRACTPersonal event narratives and fictional stories are narrative genres which emerge early and undergo further development throughout the preschool and early elementary school years. This study compares personal event and fictional narratives across two language-ability groups using episodic analysis. Thirty-six normal children (aged 4 to 8 years) were divided into high and low language-ability groups using Developmental Sentence Scoring (DSS). Three fictional stories and three personal event narratives were gathered from each subject and were scored for length in communication units, total types of structures found within the narrative, and structure of the whole narrative. Narrative genre differences significantly influenced narrative structure for both language-ability groups and narrative length for the high language-ability group. Personal events were told with more reactive sequences and complete episodes than fictional stories, while fictional stories were told with more action sequences and multiple-episode structures. Compared to the episodic story structure of fictional stories, where a prototypical ‘good” story is a multiple-episode structure, a reactive sequence and/or a single complete episode structure may be an alternate, involving mature narrative forms for relating personal events. These findings suggest that narrative structures for personal event narratives and fictional stories may follow different developmental paths. Finally, differences in productive language abilities contributed to the distinctions in narrative structure between fictional stories and personal event narratives. As compared to children in the low group, children in the high group told narratives with greater numbers of complete and multiple episodes, and their fictional stories were longer than their personal event narratives.
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Rollins, Pamela. "Personal Narratives in Individuals with High-Functioning ASD: A Lens Into Social Skills." Perspectives on Language Learning and Education 21, no. 1 (January 2014): 13–20. http://dx.doi.org/10.1044/lle21.1.13.

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Narrative assessment is a valid means for evaluating social pragmatic skills in high-functioning individuals with autism spectrum disorder (ASD). Speech-language pathologists (SLPs) typically analyze fictional narratives because of their strong association with school success. A review of literature suggests that high-functioning individuals with ASD have more difficulties telling personal narratives than fictional narrative. Because problems telling personal narratives may negatively impact social relationships, we suggest evaluating personal narratives to aide intervention planning. We review the elicitation and analysis procedure for personal narratives described in McCabe & Rollins (1994) and make suggestions for intervention.
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Barrowcliffe, Liam. "Personal is National." Culture and History: Student Research Papers 6, no. 1 (January 2, 2022): 9–24. http://dx.doi.org/10.7146/chku.v6i1.129542.

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This article analyses how those who identify as lesbian, gay or bisexual (LGB) in Denmark and the Republic of Ireland see themselves in relation to hegemonic narratives of the nation. A range of personal narratives from the two national contexts were collected and analysed as narrative texts for the ways they represented positionality, agency and belonging in the wider discourse of the nation. LGB lives are often reduced to legislative turning points in national narratives, but this study shifts the focus onto the myriad of other formative experiences that contribute to their national sense of self. While a significant body of work has focused on the intersection of LGB(TQ) and national identity as harmful, leading to theories such as homonationalism, this article sees the relationship as more nuanced, and capable of going beyond acceptance/rejection or inclusion/exclusion dichotomies.
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Dissertations / Theses on the topic "Personal narratives"

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Turbuck, Christopher James. "Personal Narratives." Thesis, Montana State University, 2008. http://etd.lib.montana.edu/etd/2008/turbuck/TurbuckC0508.pdf.

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This body of work is comprised of autobiographical narratives from my everyday experiences. The conflict in the stories comes both from without and within: awkward, frustrating situations force perplexed responses from the protagonist (me) even as I struggle to maintain internal balance between combative contradictory thoughts and impulses. I adopt many conventions from comic books. They allow me to freely incorporate text and image into the same pictorial space. Additionally, the comic book form possesses associations with \"low art\" that are valuable to my work. Comics are entertaining and non-threatening - they are perceived as childish and frivolous, and are accessible to a mass audience. I use the formal devices of comic books to raise the viewer/reader\'s expectations for a lighthearted, juvenile form of entertainment. However, once the viewer/reader examines the work more closely, I give them something else: a new way of looking at regular life that reveals the profound in the ordinary; a chance to identify with my awkward, deeply personal experiences; a quiet note of encouragement that none of us is truly alone.
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Uzun, Emel. "Personal narratives of nationalism in Turkey." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/21706.

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The Kurdish Question, which dates back to the Ottoman Era, has been a constituent element of narratives of Turkish nationalism for the past 30 years. The Kurdish Question stands as the most prominent “other” of Turkish nationalism. The members of two groups, Kurds and Turks, became highly politicised throughout 30 years of internal conflict and through their daily encounters, giving way to a constant redefinition of the understanding of nationalism and ethnicity. The encounters and experiences of these two groups have facilitated the development of various narrative forms of personal nationalism in daily life. Accordingly, the daily manifestations of the Kurdish Question and Turkish nationalism have grown as an object of academic interest. The question of how ordinary people produce – and are produced in – personal narratives of nationalism is a subject that still needs to be addressed, and this thesis aims to fill this gap by examining the notion of “personal narratives”. Analysing nationalism through personal narratives enables us to see how hegemonic nationalist ideology is reproduced and practiced by individuals through various dynamics. The thesis finds that the determining theme in the personal narratives of Turks and Kurds follows fundamentally the official ideology of the state about the Kurds, which is based principally on „a strategy of denial‟. The macro political transformations of the 2000s and the increased potential of encountering the “other” in daily life underline the challenging nature of this ideological strategy of denial. Herein, while the Turkish participants define themselves as the benevolent party in their nationalist narratives, they mark Kurdish people as terrorists, separatists and primitives. In contrast, the narratives of the Kurdish participants are characterised by the adoption of a “self-defence” strategy against the dominant negative perceptions of Turkish society about their culture: they assert that they are in fact not ignorant; not terrorists; not disloyal citizens, and so on. The narratives of the Turkish participants about the ethnic “other”, the Kurds, generally follow a strategy of contempt and accusation; yet personal experiences give them the opportunity to politicise the problem on different grounds by empathising or humanising. On the Kurdish side, the subjects of the personal narratives are more often the state and the army than Turkish individuals, and again they construct a narrative that endeavours to reverse the dominant negative perceptions about Kurds. They attempt to negate the denial strategy through both collective and personal stories of the discrimination they have experienced over the years and generations. Vital questions such as through which mechanisms of resistance do ordinary people construct and practice their ethnic identities, again become visible through their personal narratives.
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Tammewar, Aniruddha Uttam. "Deep Emotion Analysis of Personal Narratives." Doctoral thesis, Università degli studi di Trento, 2023. https://hdl.handle.net/11572/364051.

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The automatic analysis of emotions is a well-established area in the natural language processing ( NLP ) research field. It has shown valuable and relevant applications in a wide array of domains such as health and well-being, empathetic conversational agents, author profiling, consumer analysis, and security. Most emotion analysis research till now has focused on sources such as news documents and product reviews. In these cases, the NLP task is the classification into predefined closed-set emotion categories (e.g. happy, sad), or alternatively labels (positive, negative). A deep and fine-grained emotion analysis would require explanations of the trigger events that may have led to a user state. This type of analysis is still in its infancy. In this work, we introduce the concept of Emotion Carriers (EC) as the speech or text segments that may include persons, objects, events, or actions that manifest and explain the emotions felt by the narrator during the recollection. In order to investigate this emotion concept, we analyze Personal Narratives (PN) - recollection of events, facts, or thoughts from one’s own experience, - which are rich in emotional information and are less explored in emotion analysis research. PNs are widely used in psychotherapy and thus also in mental well-being applications. The use of PNs in psychotherapy is rooted in the association between mood and recollection of episodic memories. We find that ECs capture implicit emotion information through entities and events whereas the valence prediction relies on explicit emotion words such as happy, cried, and angry. The cues for identifying the ECs and their valence are different and complementary. We propose fine-grained emotion analysis using valence and ECs. We collect and annotate spoken and written PNs, propose text-based and speech-based annotation schemes for valence and EC from PNs, conduct annotation experiments, and train systems for the automatic identification of ECs and their valence.
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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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Milnes, Kate. "Dominant cultural narratives, community narratives and past experience : their impact on 'young' mothers' personal narrative accounts of experience." Thesis, University of Huddersfield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289416.

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Merrill, Mark Reed. "Where We Belong: A Memoir." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/393.

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Where We Belong is more than a memoir. It is a love story about the untimely death of the oldest of five daughters born to a prominent New Haven, Connecticut family. It is also a tale of hubris, rage and frustration, a Greek tragedy about a man's life as re-examined through the lens of the two weeks his wife spent dying, a tale in which chronic illness and good intentions ensure the death of a loving wife, artist and mother. The journey on which her husband takes the reader explores a health care system oblivious to her plight, her family's unwitting complicity and a 12-step mythology that unfolds while he, her six weeping children and her aging mother helplessly look on. The author endures an agony that dwarfs incentives to lie, learning that people lie out of fear, and genuine grief supplants fear with the stark reality of what we fear most: death. Where We Belong gives voice to the internal dialogue the author encounters when reexamining not just memories, but the accoutrements of memory, as well. It is a voice that addresses his own grandiosity, sentimentalism and self-pity in the face of his wife's death, in addition to those details, circumstances and impressions that speak to the arrogance he brought to the task of being all he thought she and her six children needed him to be. He concludes the task was well beyond him, a realization evoked by the gut wrenching decision to literally "pull the plug" on this heartbreaking tale of reconstituted hope and great promise reduced to rubble by chronic illness, alcoholism, drug addiction and death. Born is the lesson that when we grieve, we are free to be ourselves. When we are free to be ourselves, we are free to love again.
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Burchardt, Roberta. "Narratives of corporality : a small personal collection." Thesis, Konstfack, Ädellab/Metallformgivning, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-3235.

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There is great truth to be found in the thought that whatever I do today, will never come close to what I will do tomorrow. It is within the simplicity of such thought that we foresee the build-up of the being through the body and experiences lived by the body. The present work is an attempt at sharing a personal research over the topic of the body through a contemporary perspective. The body as performatic tool for the understanding and interconnection of art and life is the prerogative for the dialogue proposed here. Through the study of some writers and artists, a personal language comes forward and presents a text to be read fully or partially: as a whole or as fragments.
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Gill, Lonni Anne. "Personal narratives and constructivism in teacher education." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3167273.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum Studies, 2005.
Title from PDF t.p. (viewed Dec. 3, 2008). Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0877. Chair: Ellen Brantlinger.
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Kuzawa, Deborah Marie. "Queering Composition, Queering Archives: Personal Narratives and the Digital Archive of Literacy Narratives." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429704823.

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Chan, Ching-shun Sabina. "Orientative information in personal narratives and story telling." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B36209077.

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Thesis (B.Sc)--University of Hong Kong, 1995.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 28, 2995." Also available in print.
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Books on the topic "Personal narratives"

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Eng, Betty C. Personal Narratives of Teacher Knowledge. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82032-9.

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C, Corey Frederick, Centers for Disease Control (U.S.), and Arizona State University, eds. HIV education: Performing personal narratives. Tempe, Ariz: Arizona State University, 1993.

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1958-, Klass Perri, ed. Real life of a pediatrician. New York: Kaplan Pub., 2009.

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Guiness, Bryan. Personal patchwork. London: Cygnet Press, 1986.

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Nielsen, Marie. City imaginaries: Personal narratives in Birmingham. Birmingham: University of Birmingham, 2000.

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Smagorinsky, Peter. Teaching students to write personal narratives. Portsmouth, NH: Heinemann, 2012.

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Freud-Marlé, Lilly. Mein Onkel Sigmund Freud: Erinnerungen an eine grosse Familie. Berlin: Aufbau-Verlag, 2006.

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Guinness, Bryan. Personal patchwork, 1939-1945. London: Cygnet, 1986.

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Vinik, Debra Gonsher. Embracing Judaism: Personal narratives of everyday people. Northvale, NJ: Jason Aronson, 1999.

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Smith, Darren James. Stepping inside the classroom through personal narratives. Lanham, MD: University Press of America, 1999.

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Book chapters on the topic "Personal narratives"

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Hassan Solórzano, Bernadette. "Personal Narratives." In Encyclopedia of Child Behavior and Development, 1081–82. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2121.

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Zurita Ona, Patricia E. "Personal Narratives." In Acceptance and Commitment Skills for Perfectionism and High-Achieving Behaviors, 41–43. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003083153-14.

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Klein, Yvonne M. "Frauen: Personal Narratives." In Beyond the Home Front, 193–98. London: Palgrave Macmillan UK, 1997. http://dx.doi.org/10.1007/978-1-349-25497-2_34.

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Hill, Amanda. "Contextualizing Personal Narratives." In Digital Storytelling and Ethics, 15–42. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003200826-2.

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Mthethwa-Sommers, Shirley. "Personal Influences." In Narratives of Social Justice Educators, 33–44. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08431-2_4.

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Chung, Jaeyeon Lucy. "Korean Women’s Personal Narratives." In Korean Women, Self-Esteem, and Practical Theology, 15–39. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69508-2_2.

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Sirhan, Nadia R. "Narratives of Personal Experience." In Folk Stories and Personal Narratives in Palestinian Spoken Arabic, 66–77. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137325761_4.

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de Beer, Stephan. "Personal and community narratives." In City-making, Space and Spirituality, 87–137. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003335955-7.

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Milner, Judith, and Patrick O’Byrne. "Thoughts on personal relationships." In Brief Counselling: Narratives and Solutions, 93–111. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-4039-1461-3_6.

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Saban, Mark. "Jung’s ‘personal myth’ and the two personalities." In Narratives of Individuation, 92–110. Abingdon, Oxon ; New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429202667-6.

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Conference papers on the topic "Personal narratives"

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Beckmann, Elizabeth A., and Lynn C. Gribble. "CMALT 2011 and 2021: Personal narratives for professional recognition." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0150.

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Professional recognition through Certified Membership of the Association for Learning Technology (CMALT) provides a significant opportunity for all those who use learning technologies to be acknowledged for their experience, capabilities, and practice. The CMALT portfolio requires a personal narrative that presents description, critical reflection, and evidence of professional practice. Through an experiential lens, this paper considers three facets of the authors’ CMALT experiences a decade apart—how the portfolios as personal narratives encouraged reflection on practice; the commonalities in the technology themes presented in those portfolios; and how reflective coaching contributed to the benefits of applying for CMALT.
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Tammewar, Aniruddha, Alessandra Cervone, and Giuseppe Riccardi. "Emotion Carrier Recognition from Personal Narratives." In Interspeech 2021. ISCA: ISCA, 2021. http://dx.doi.org/10.21437/interspeech.2021-1100.

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Aylett, Matthew P., Elaine Farrow, Larissa Pschetz, and Thomas Dickinson. "Generating Narratives from Personal Digital Data." In CHI '15: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2702613.2732702.

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Shen, Jocelyn, Maarten Sap, Pedro Colon-Hernandez, Hae Park, and Cynthia Breazeal. "Modeling Empathic Similarity in Personal Narratives." In Proceedings of the 2023 Conference on Empirical Methods in Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2023. http://dx.doi.org/10.18653/v1/2023.emnlp-main.383.

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Zhou, Lili. "Narratives of Female Informal Educators' Personal Practical Knowledge." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2018066.

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Jamrozik, Julia. "Design and Domestic Narratives." In 108th Annual Meeting Proceedings. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.am.108.22.

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Referencing Gaston Bachelard, Clare Cooper Marcus and Rachel Sebba and their writings related to children and domesticity, this paper elaborates on the themes of experience and memory and their relationships to design. It is based on two projects undertaken by the author in collaboration with Coryn Kempster: the research project “Growing up Modern” and the design project “Sky House.” Using a methodology based on oral history, “Growing up Modern” comprises conversations with children, now senior citizens, who were the first to inhabit Modernist houses and housing, and photo¬graphic documentation of the iconic homes themselves. The study discovered patterns of living and occupation as well as memories of spatial arrangements and idiosyncratic details. Influenced by the focus of this study was the subsequent design of “Sky House.” The project is rooted in a desire to accommodate and elicit personal domestic narratives through specificity as much as it is driven by more conventional architectural preoccupations such as careful understanding of the site, and associated massing, programmatic, environmental and material strategies. Foregrounding personal narratives of inhabitation, the paper explores the relationship between research and design in architectural scholarship and practice, and the links possible between historical analysis and con-temporary application.
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Saldias, Belen, and Deb Roy. "Exploring aspects of similarity between spoken personal narratives by disentangling them into narrative clause types." In Proceedings of the First Joint Workshop on Narrative Understanding, Storylines, and Events. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.nuse-1.10.

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Aydın, Gülsüm. "A Comparative Analysis of Romeyka and Turkish Personal Experience Narratives." In The European Conference on Arts & Humanities 2021. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2188-1111.2021.3.

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Aydın, Gülsüm. "A Comparative Analysis of Romeyka and Turkish Personal Experience Narratives." In The European Conference on Arts & Humanities 2021. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2188-1111.2021.3.

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Jankowski, Eric, Krishna Pakala, and Sara Hagenah. "Supporting Student Success by Embedding Personal Narratives in Engineering Courses." In 2023 IEEE Frontiers in Education Conference (FIE). IEEE, 2023. http://dx.doi.org/10.1109/fie58773.2023.10342892.

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Reports on the topic "Personal narratives"

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Nalla, Vineetha, and Nihal Ranjit. Afterwards: Graphic Narratives of Disaster Risk and Recovery from India. Indian Institute for Human Settlements, 2022. http://dx.doi.org/10.24943/9788195648559.

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Afterwards is an anthology of visual narratives of disaster impacts and the process of recovery that follows. These stories were drawn from the testimonies of disaster-affected individuals, households, and communities documented between 2018-19 from the Indian states of Odisha, Tamil Nadu, and Kerala. They communicate challenges related to housing resettlement, loss of livelihoods, gender-based exclusion among others. At the heart of this anthology lies the idea of ‘representation’: how are those affected portrayed by the media, state actors, official documents; how are their needs represented and how do these portrayals impact the lives of those at risk and shape their recovery? Graphically illustrating these themes provides a platform to relay personal experiences of disaster risk and recovery.
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Sawhney, Chhaya. Teachers Negotiating Professional Agency: A Socio-historical Study of the BElEd Programme. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1807.2024.

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"The link between education and sustainable livelihoods in this research gains importance specifically in the context of teachers and teacher education. This research captures the multiple journeys of Bachelor’s in Elementary Education (BElEd) alumni in an evolving socio-historical- educational context and policy frameworks. It collates individual narratives of the alumni to examine the curricular and pedagogic elements that characterise the BElEd programme. Specifically, it examines how students negotiate their professional and personal agency while doing the programme and its manifestations in their later career trajectories. The research offers both quantitative and qualitative insights into the successes and struggles of developing teachers as they navigate hierarchical school structures and contend with their increasingly marginalised role, status and identity within the larger policy discourse. Yet, there is a sense of hopefulness as they nurture self-reflexivity, experiment with new ideas and continue to work for social justice."
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Serrano Angarita, Nini Sorell. Narrativa de enfermería: teoría de la incertidumbre frente a la enfermedad. Ediciones Universidad Cooperativa de Colombia, April 2023. http://dx.doi.org/10.16925/gcnc.61.

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La profesión de enfermería forma parte del servicio que se pone a disposición del otro para mejorar su calidad de vida, lo que se propicia en un entorno con un sinnúmero de problemas que requieren ser atendidos. En este sentido, los planeamientos teóricos de la enfermera Merle H. Mishel sobre la incertidumbre han sido relevantes para analizar las reacciones que presentan los individuos ante una enfermedad, ya sea en su papel de pacientes o en su rol de familiar o persona cercana. Algunas veces las personas no tienen la capacidad de establecer un significado de los hechos relacionados con la enfermedad, lo que genera ciertas confusiones e impide proporcionar valores definidos a objetos u hechos, algo que se debe en gran medida a la falta de información o conocimientos. En ocasiones, las personas tienen dificultades para atribuir un significado a situaciones relacionadas con enfermedades, lo cual puede llevar a confusiones y a no poder valorar objetos u hechos de manera clara debido a la falta de información o conocimientos. De ahí que surja la importancia de la adaptación, como un elemento dependiente de las estrategias que el personal de enfermería ha de implementar para manipular la incertidumbre en la dirección deseada, considerándola como una oportunidad para generar aspectos positivos tanto en los pacientes como en sus familiares. Por ende, es muy valioso que el personal de enfermería conozca la teoría en mención, con el objetivo de que esté en la capacidad de guiar u orientar a los pacientes, haciendo que estos lo vean como una oportunidad y logren adaptarse.
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Szybinska Matusiak, Barbara, Justyna Martyniuk-Peczek, Sergio Sibilio, Claudia Naves, David Amorim, David Amorim, Michelangelo Scorpio, Giovanni Ciampi, et al. Subtask A: User perspective and requirements - A.3 Personas. IEA SHC Task 61, October 2021. http://dx.doi.org/10.18777/ieashc-task61-2021-0009.

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The consumption of energy for lighting in buildings depends very much on the way people interact with the build environment. In this study the following building types were studied, office, school, university, commercial and industry buildings. For each building type typical user groups were identified. Then, Personas have been created for each group. As opposed to describing users with numbers and statistics, a single Persona reflects a group and is presented with a narrative. The Persona has a name, a family and living conditions that are representative for the group, also her/his values and interests are not uncommon. The Personas “typical day” includes a time schedule typical for the group. Visual conditions are common for the group, but some specific challenges connected to the visual conditions that may occur in the group are also mentioned.
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Adams, Elizabeth. Writing a Narrative CV. Edited by Sandra Oza. University of Dundee, December 2023. http://dx.doi.org/10.20933/100001295.

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This workbook guides you through reflective questions to help you with a narrative CV. What you write here will probably be much longer than the word or space limit that you will ultimately have in a grant or Fellowship application. It’s important that you read the call guidance each time. Think of this as your ‘master’ narrative CV document. When it comes to writing the one for the actual application, you will be pulling out the key bits of information which support you to demonstrate that you are the right person (or part of the right team), with a unique set of experiences, to be able to deliver the grant you are applying to. The examples here are written from an ECR or PGR perspective but every answer will be unique.
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McVey, Molly. The Public Persona of Nelson R. Mandela: A Study of U.S. Print Media Narratives. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6576.

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Oppel, Annalena. Beyond Informal Social Protection – Personal Networks of Economic Support in Namibia. Institute of Development Studies (IDS), November 2020. http://dx.doi.org/10.19088/ids.2020.002.

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This paper poses a different lens on informal social protection (ISP). ISP is generally understood as practices of livelihood support among individuals. While studies have explored the social dynamics of such, they rarely do so beyond the conceptual space of informalities and poverty. For instance, they discuss aspects of inclusion, incentives and disincentives, efficiency and adequacy. This provides important insights on whether and to what extent these practices provide livelihood support and for whom. However, doing so in part disregards the socio-political context within which support practices take place. This paper therefore introduces the lens of between-group inequality through the Black Tax narrative. It draws on unique mixed method data of 205 personal support networks of Namibian adults. The results show how understanding these practices beyond the lens of informal social protection can provide important insights on how economic inequality resonates in support relationships, which in turn can play a part in reproducing the inequalities to which they respond.
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Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.544616.

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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of certain trajectories, with a predictable outcome represented by more or less generic types of musicians who interchangeably are able play the same, limited canonized repertoire, in more or less the same way. Where is the resistance and obstacles, the detours and the unique and fearless individual choices? It is a paradox that within the traditional master-student model, the student is told how to think, play and relate to established truths, while a sustainable musical career is based upon questioning the very same things. A fundamental principle of an independent musical career is to develop a capacity for critical reflection and a healthy opposition towards uncontested truths. However, the unison demands for modernization of institutions and their role cannot be solved with a quick fix, we must look at who we are and who we have been to look at who we can become. Central here is the question of how the music students perceive their own identity and role. To make the leap from a traditional instrumentalist role to an artist /curator role requires commitment in an entirely different way. In this article, I will examine question of identity - how identity may be constituted through musical and educational experiences. The article will discuss why identity work is a key area in the development of a sustainable music career and it will investigate how we can approach this and suggest some possible ways in this work. We shall see how identity work can be about unfolding possible future selves (Marcus & Nurius, 1986), develop and evolve one’s own personal journey and narrative. Central is how identity develops linguistically by seeing other possibilities: "identity is formed out of the discourses - in the broadest sense - that are available to us ..." (Ruud, 2013). The question is: How can higher music education (HME) facilitate students in their identity work in the process of constructing their professional identities? I draw on my own experience as a classically educated musician in the discussion.
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Leis, Sherry, Mike DeBacker, Lloyd Morrison, Gareth Rowell, and Jennifer Haack. Vegetation community monitoring protocol for the Heartland Inventory and Monitoring Network: Narrative, Version 4.0. Edited by Tani Hubbard. National Park Service, November 2022. http://dx.doi.org/10.36967/2294948.

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Native and restored plant communities are part of the foundation of park ecosystems and provide a natural context to cultural and historical events in parks throughout the Heartland Inventory and Monitoring Network (HTLN). Vegetation communities across the HTLN are primarily of three types: prairie, woodland, and forest. Park resource managers need an effective plant community monitoring protocol to guide the development and adaptation of management strategies for maintaining and/or restoring composition and structure of prairies, woodland, and forest communities. Our monitoring design attempts to balance the needs of managers for current information and the need for insight into the changes occurring in vegetation communities over time. This monitoring protocol consists of a protocol narrative (this document) and 18 standard operating procedures (SOPs) for monitoring plant communities in HTLN parks. The scientific objectives of HTLN plant community monitoring are to (1) describe the species composition, structure, and diversity of prairie, woodland, and forested communities; (2) determine temporal changes in the species composition, structure and diversity of prairie, woodland, and forested communities; and (3) determine the relationship between temporal and spatial changes and environmental variables, including specific management practices where possible. This protocol narrative describes the sampling design for plant communities, including the response design (data collection methods), spatial design (distribution of sampling sites within a park), and revisit design (timing and frequency of monitoring visits). Details can be found in the SOPs, which are listed in the Revision History section and available at the Integrated Resource Management Applications (IRMA) website (irma.nps.gov). Other aspects of the protocol summarized in the narrative include procedures for data management and reporting, personnel and operating requirements, and instructions for how to revise the protocol.
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Weissinger, Rebecca, Mary Moran, Steve Monroe, and Helen Thomas. Springs and seeps monitoring protocol for park units in the Northern Colorado Plateau Network, Version 1.1. National Park Service, June 2023. http://dx.doi.org/10.36967/2299467.

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Because of the scarcity of water on the Colorado Plateau and the disproportionately high use by flora and fauna, springs and seeps were quickly identified as an ecosystem of concern for the NCPN. Following the determination of network-wide vital signs, parks were asked to select their top priorities for monitoring. Four parks have implemented springs and seeps monitoring: Arches and Canyonlands national parks, and Hovenweep and Natural Bridges national monuments. This monitoring protocol consists of a protocol narrative and 11 standard operating procedures (SOPs) for monitoring springs, seeps, and hanging gardens (aka “springs”) in NCPN parks. The overall goal of the NCPN springs monitoring program is to determine long-term trends in hydrologic and vegetation properties in the context of changes in other ecological drivers, stressors, and processes. Specific objectives include describing the status and trends of water quantity (flow or stage as applicable), water quality (pH, specific conductance, temperature), and vegetation (endemic plant populations in hanging gardens, and vegetation species and cover). This protocol narrative describes the justification, sampling design, and field methods for NCPN springs monitoring. Details may be found in the SOPs, which are listed in Chapter 1 and available at irma.nps.gov. Other aspects of the protocol summarized in the narrative include procedures for data management, analysis, and reporting; personnel and operating requirements; and instructions for how to revise the protocol.
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