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Dissertations / Theses on the topic 'Story'
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1
Smartt, Elizabeth Thalhimer. "Thalhimers Department Store: Story, History, and Theory." VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd/1447.
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This thesis looks at Thalhimers department store through the lenses of story, history, and theory. It first introduces the intertwining narratives of the author's paternal family and the store's history, then shares the author's personal story of Thalhimers. The second half outlines the master narrative of the American department store then applies "fantasy-theme analysis" and the symbolic convergence theory to stories and artifacts related to Thalhimers. A conclusion discusses the end of the department store era including a deeply personal goodbye from the author.
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Cha, Minjeong. "The story, but a different story." Thesis, Konstfack, Experience Design, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-5428.
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This project started with my naive and utopian hypothesis: 'Is there any one experience, equally memorable for everybody, that affects people‘s ordinary lives in a meaningful way afterward?‘ To explore this matter from multiple angles, I needed a research location that already had strongly staged experiences with a clear theme, diverse actors, and its own narratives. And I hit upon the right place: Disneyland Paris. To discuss 'the experience‘, I categorized peoples‘ different impressions of their experiences at Disneyland Paris. When I interviewed staff and visitors on their way out of Disneyland Paris, some people said that their experience had been awful, while others said it had been fantastic. What makes for such different responses to the same place? Two theorists declare, 'Experiences are inherently personal and no two people can have the same experience, because each experience derives from the interaction between the staged event (like a theatrical play) and the individual‘s state of mind‘ (Pine Ⅱand Gilmore, 1998). Since the individual‘s state of mind cannot be grasped and is a broad research term, in this thesis I am mostly concerned with the key experience-generating elements: age and social role. The ultimate purpose of this project is to investigate the pre-and post-experience at the entrance and exit of a given venue for a special experience with a clear theme, that bridge connecting visitors‘ and staff‘s everyday experiences to the staged experience. The practical outcome of this research-led project consists mainly of various trials of a procession that engages visitors at the borders of the venue. This research will consist of the following: 1) Analytical reflection upon visitors‘ and staff‘s one-day experience in a Disney theme park, based on narrative structure and perception of time, 2) Observations of different time perceptions in adults and children, 3) Definition of flow of experience (pre-experience / main experience / post-experience), and 4) Presentation of a new model of participatory stories in a given theme1 to smooth the flow of experience. 1Disneyland Paris was my chosen site for the theoretical background, and the practical methodologies are developed through Konstfack‘s 2011 spring exhibition. What this project intends to do, however, is not to upgrade the experiences in both, but rather to focus on the experiments in order to vary the existing definitions of the flow of experience. The final outcome is intended to be applied to the diverse venues that aim to offer their visitors special experiences with a clear theme. This has been an in-depth exploration of how experience design can be applied as a renewing force, or 'twist‘, to help people experience immersive moments and to gain unforgettable memories which, in turn, influence their future experiences.<br><p>Research question: How can experience design be used to connect the daily experience of visitors and staff with memorable commercially staged experiences in an existing theme park (e.g. Disneyland Paris)?</p>
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Johansson, Mathias. "Story och spelare : En studie i storys påverkan av spelaren." Thesis, University of Skövde, School of Humanities and Informatics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4061.
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Morris-Nunn, Robert William, and not supplied. "Story telling." RMIT University. Architecture and Design, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080506.150101.
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I believe it is possible to tell stories through architecture. Indeed, it is my practice to create buildings that tell stories. It is important to build and elaborate connections between past and present, to tease out memories and discover meanings. These define and strengthen a sense of community - in this instance the very community of which I am a part. My oeuvre springs from cultural - even anecdotal - reference points, more than from the work of my architectural forebears and compatriots. Other architects design through a creative interaction with their unconscious: they develop doodles and lines, and resolve them into ordered spatial environments. Instead, when I claim to design buildings that tell stories, I mean that I create a spatial identity that resonates with memories and unconscious associations. This entails the very deliberate ordering of spaces - external and internal - where cultural considerations and their associated meanings are developed from the outset, informing the whole design process. My materials are the traditional fabric of contemporary architecture. I use them to modify buildings and shape spaces to visual symbols, objects by association. My early work evolved in such a way that projects could be read as a illustrated story. I have more recently begun to engage in a more psychological 'place making' to conceive a building's form. The functional aspect of layout is always overlaid with visual imagery designed to evoke memories among the ordinary, mostly architecturally-illiterate people who use the buildings. I am continually challenged to create architectural forms that more effectively engage with the culture and traditions of people and place. But neither my architectural practice nor my designs can be termed 'traditional'. Here I seek to describe story-telling as an architectural form. Stories are my contextual framework for thinking. And story-telling is my way to connect buildings with people.
5
Crawford, Jim D. "“Inside Story”." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500092/.
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Inside Story explores the essence of story and attempts to connect the audience to the significance of story in their own lives. The documentary examines story and determines the elements necessary for its formation. The film investigates the psychological aspects of story, inspects the physiological processing of story that connects story to the way we think and perceive, and finally, emphasizes the functions and values of story.
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Low, Marcus. "Asylum story." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/8237.
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Includes abstract.<br>asylum story is a short literary novel set in South Africa in the year 2019. The protagonist is infected with a deadly new respiratory disease and being held in a quarantine facility near a fictional town in the Karoo. The novel spans a six-month period during which the protagonist becomes involved in an ultimately failed attempt to escape. The novel is partly inspired by the Department of Health's decision in 2007 to place patients with drug-resistant strains of tuberculosis into quarantine. Many patients died in this enforced captivity. Conditions in some facilities were reportedly very poor and in 2008 there was a high-profile escape from the Jose Pearson quarantine facility. Though the disease in the novel is not drug-resistant tuberculosis, it is something similar, and the response to the fictional disease is comparable in some ways to the real-life medical response to the TB scare. The novel is set in a universe that is similar but different to our own, allowing the exploration of universal themes without the constraint of a rigid representation of current reality.
7
Weaver, Grace. "LOVE STORY." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3861.
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I think of my paintings as pop songs. My aim in the work is to embrace a complicated femininity, championing and questioning the aesthetics of girliness, cuteness, and whimsy. This is the realm of the Young-Girl. The text that follows will chart a path from the cliché to the empathic—holding hands with philosophical comrades in that same territory, ranging from Taylor Swift to Kaja Silverman—seeking the way in which the paintings relate to the grand tradition of the love story.
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Rice, Chandra. "Sometimes a story is just a story : story collections and the popularization of Buddhism in Japan." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0009/MQ43526.pdf.
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Nitsche, Michael. "Virtual story spaces." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.615792.
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Ericsson, Malin, and Mia Paleka. "Making the story." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23424.
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Organisatoriskt inkluderingsarbeteMaking the storyMalin Ericsson, Mia PalekaBaserat på åtta semistrukturerade intervjuer har vi studerat hur ett större företag i finanssektorn pratar om och förhåller sig till mångfald och det lokala inkluderingsarbetet. Syftet med studien är därför att, med utgångspunkt i teoretiska begrepp som mångfald, inkludering, översättning, sensemaking och storytelling, beskriva och förstå förhållandet mellan ideologi (hur mångfaldsarbete presenteras) och praktik (hur mångfaldsarbete bedrivs). Analysen utmynnade i tre teman: Det paralogiska; bygga broar; viskningar. Vår slutsats är att det finns en särkoppling mellan vad man säger och vad man gör. Mångfaldsarbetet redigeras för att passa in i en rådande praktik och att inkluderingsarbetet framförallt har ett betydelsefullt symboliskt värde. När vi vänder blicken bort från talet om till vårt företag vars praktik vi studerat, ser vi en särkoppling mellan vad som sägs och vad som görs.Nyckelord: Inkludering; Hierarkier; Mångfald; Normativ styrning; Sensemaking; Storytelling; Översättning
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Pugh, Brigette. "Someone Else's Story." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/343.
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The following novel manuscript, Someone Else’s Story, investigates what we can’t explain—inspiration and art, attraction and love, charisma and celebrity, intuition and fear. Pulled between all of these is Madelyn, who at the opening of the novel is having a very bad week. After a childhood spent moving every few years, Madelyn has structured her life around stability, but in one week everything comes crashing down. A bad break-up, a family secret and a chance meeting at hotel in Mexico, will spin Madelyn’s future in a direction she never could have imagined for herself—one that includes a handsome movie star and a chance to reinvent an abandoned writing career—if only she can face the truth about her past. Ultimately, Madelyn will be forced to make the same decision three generations of women have faced before her: How much sacrifice is too much when it comes to love?
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Jones, Kyffin Thomas John. "The outsider's story." Thesis, University of Leicester, 2017. http://hdl.handle.net/2381/39948.
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This thesis presents perspectives upon how inclusion is experienced from the point of view of the individual. It seeks to compliment contemporary discourse by interpreting the concept as a fundamental human activity. In this way acting as a counterpoint to narrower interpretations which are often characterised by a deficit discourse or exclusionary sentiment. The research is therefore underpinned by an emancipatory drive aligned to elements of critical pedagogy. The implication of this for practice is the acknowledgement that inclusion does not just apply to those children who stand out, who are labelled in some way, not an obvious minority or indeed marginalised, but to all children in the institutional space. In this study the concept of the Outsider is used as a motif for what is both universal and subjective. Such a literary device recognises the important subjective factors that underpin the existential nature of inclusion. The study views narrative and the stories people tell of their lives as a rich source of data. Ten individuals who are new to the teaching profession participated in the study and it is their stories that form the basis of the subsequent interpretation and analysis. The research was aligned to an interpretative paradigm seeking ideographic insight. The data generated was analysed both textually and aurally through a careful iterative and inductive process of analysis. The themes of the findings suggested the nature of inclusion to be underpinned by subjective and dynamic processes. Such processes linked to the notions of familiarity, application and adaptation that are used by the individual to facilitate aspects of their inclusion in dynamic and creative ways.
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Paul, Lewis. "Story, narrative, material." Thesis, University of East London, 2014. http://roar.uel.ac.uk/4979/.
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This practice based Professional Doctorate in Fine Art explores the interaction between story, narrative, material, and related concepts. My creative practice is driven by considering autobiographical identity as a reclaimed space, the boundaries of which are adoption and sexuality. Conceptually, my work is informed by a matrix of boundary points, for example: masculine sexual identity and gender politics, (concepts that relate to the working man such as class, craft skill, visual identity) and on an experiential level, genetic and learned behaviour as considered through the nature and nurture debates concerning adoption. These conceptual positions become articulated by formally engaging strategies of doubling, reflection, hybridisation, stillness and movement. These are materially evident in the range of my creative practice where sartorial codes of male dress are deconstructed in made objects, manipulated found objects are repurposed and film-based single screen works undertake to position the body in relation to the hidden view point. My research considers the position of lyrical discourse as an artist’s strategy, reviewing contemporary practitioners that explore these concerns. Through a developed material practice I have sought an exploration of how the intersections between concepts of story, narrative and material might contribute to how concepts of gender perceptions, family perceptions, and identity perceptions might be developed and articulated.
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Terrell, Sharese L. "His-story, her-story: names making our-story in Gloria Naylor's Linden Hills, Mama Day, and Bailey's Cafe." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2000. http://digitalcommons.auctr.edu/dissertations/1986.
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This study examines the onomastic consistencies in three of Gloria Naylor's novels: Linden Hills (1985), Mama Day (1988), and Bailey's Cafe (1992). The naming patterns exhibited by Naylor in the triad demonstrate a similar practice used by other African American writers. This thesis explores her use of the motif as well as her expansion of it to include feminist and theological tenets in order to challenge hegemonic systems, especially patriarchy.
To explicate the use of names in the three texts discussed in the thesis, the original Afrofemtheological theory is utilized to embrace all three of Naylor's clear influences - Afrocentrism, Feminism, and Theology - in the naming traditions evident in her works. In using a combination of various naming strategies, the three novels indicate that the naming process and the formation of self-identity are communal processes that are multi-faceted in nature. By including community, spirituality, and cultural history in self-actualization efforts like naming, systems such as patriarchy can be fought and demolished.
15
Gelmini-Hornsby, Giulia. "Scaffolding children's collaborative story-telling through constructive and interactive story-making." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/13911/.
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The main aim of this research was to investigate how children's collaborative storytelling could be scaffolded through technologically mediated resources and how these resources can be made more effective by scaffolding around them. The benefits of providing children with resources, encouraging them to construct their own representations and to interact with each other while they make their story were investigated with respect to the quality of their subsequent storytelling. The first piece of work presented in this thesis is a qualitative case study aimed at exploring how the collaborative storytelling task could be resourced with and without technology, as well as the effectiveness of scaffolding around the technology through adult guidance, and whether the potential benefits could be maintained once the additional guidance was withdrawn. Although the study found that the (technology mediated and non-technological) resources provided did not support for children's engagement in discussion and storytelling, providing scaffolding around these resources was effective at promoting discussion and good collaborative storytelling. Specifically, adult guidance designed to encourage children to articulate their story ideas through questions was shown to benefit children's engagement in discussion and the quality of their collaborative storytelling. Moreover, the children continued to engage in discussion and to produce well structured, rich and coherent stories once the additional guidance was withdrawn. The second study presented in this thesis was of an experimental nature. It built on the findings from the case study by employing more structured resources as well as making the task more ecologically valid for the children through the introduction of a real audience and the matching of the participants with familiar peers (i.e., school mates). The study investigated the benefits of encouraging children to construct their own representations by comparing a task where children were presented with pictures they could manipulate and a task where children were encouraged to construct their own dynamic drawings over these pictures. The study found that children's collaborative stories were longer when the children were encouraged to construct their own dynamic drawings. The stories were also qualitatively better, as they contained more structural elements and were richer in style. However no differences were found between the stories in the two tasks with respect to extent to which children were able to build coherently on each others' contributions. This is argued to have been due to the fact that little shared understanding was established among the children about their collaborative story as a result of a lack of engagement in interactive discussion. The third study was also experimental in nature, and it investigated the benefits of complementing children's construction with scaffolding specifically aimed at encouraging them to discuss their story as this was being made. The study compared a task where children making a story together were encouraged to construct their own dynamic drawings with a task where they were also required to use a set of question prompts to discuss their ideas. It was found that when they were required to engage in reciprocal questioning, the children discussed their story more. The quality of the children's collaborative stories was also better when the children were supported through question prompting. Not only were the stories longer, but they also contained more structural elements and were richer in style. Moreover, when they were telling their stories, the children built more coherently on each other's contributions. Finally, a correlation was found between the number and type of questions asked by the children while they were making their stories together and the quality of the stories produced. These findings suggest that the engagement in discussion combined with the construction of dynamic drawings encouraged children to articulate and elaborate on their story ideas, therefore enabling the production of longer and better stories. Also, the children's engagement with each others' ideas may have facilitated the establishment of a shared understanding about the collaborative story, thus making it possible for children to build on each others' ideas during storytelling.
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GUERRA, FABIO WANDERLEY. "STORY ENGINEERING: A STUDY OF THE AUTOMATIC STORY GENERATION AND TELLING." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11697@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>Nesta dissertação é estudado o problema de geração e
narração de estórias, cuja relevância tem sido cada vez
mais reconhecida, principalmente em decorrência da
popularização de meios de comunicação interativos, tais como
a TV digital e os jogos digitais. O trabalho partiu de uma
revisão do estado da arte, destacando os principais modelos
para representação de estórias e as técnicas mais
utilizadas na criação de obras literárias. Foi proposto o
uso do termo engenharia de estórias para enfatizar que a
tarefa de geração e narração de estórias deve ser encarada
como um processo de engenharia. O problema fundamental foi
dividido em três subproblemas. O primeiro diz respeito a
como gerar as estórias, o segundo a como contá-las ao
público e o último é sobre como construir, armazenar e
consultar a base de conhecimento usada na engenharia de
estórias. Por fim, como estudo de caso, foi projetado e
programado um protótipo capaz de gerar e narrar estórias
automaticamente. A geração é efetuada por um planejador,
usando o algoritmo de Redes de Tarefas Hierárquicas. Para a
narração, é utilizado um gerador de textos em linguagem
natural. A base de conhecimento é armazenada na forma de
documentos XML tendo sido implementada uma ferramenta para
facilitar sua preparação.<br>This dissertation investigates the problem of story telling
and generation, whose increasingly recognized relevance is
mostly due to the popularization of interactive media, such
as digital TV and video-games. The work initiates with
a state of the art survey, detailing the major story
representation models and the most used methods in literary
work production. The use of the term story
engineering was proposed to emphasize that story telling
and generation should be viewed as an engineering process.
The fundamental problem was divided into three subproblems.
The first one is how to generate stories, the second is how
to tell them to the public and the last is how to create,
store and query the knowledge base used for story
engineering. Finally, as a case study, a prototype capable
of automatically generating and telling stories was
designed and programmed. Generation is done by a planner,
using the Hierarchical Task Network algorithm. Storytelling
applies a natural language generation tool. The knowledge
base is stored under the form ofXMLdocuments, and a tool
was implemented to simplify their preparation.
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Simpson, Richard. "How to Tell a Story: Mark Twain and the Short Story Genre." TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/378.
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This study examines the short fiction of Mark Twain in relation to major theories concerning the short story genre. Despite his popularity as a novelist and historical figure, Twain has not been recognized as a major figure in the development of the short story genre. This study attempts to show that the short fiction produced by Twain deserves greater regard within studies specific to the short story, and calls for a reconsideration of Twain as a dynamic figure in the development of the genre. The introductory chapter lays the groundwork for understanding how the short story genre has developed since its inception as an actual literary genre, and outlines the existing Twain scholarship concerning his short fiction. Differences between the traditional and modern forms of the short story are defined, and Twain's chronological position in the evolution of the genre is briefly explained. Chapter one examines two of Twain's short stories—"The $30,000 Bequest" and "The Man That Corrupted Hadleyburg"—in relation to the compositional theories of the first major short story theorist: Edgar Allan Poe. This chapter shows how these two Twain stories abide by Poe's rules concerning unity of effect. Chapter two explores Twain's "Journalism in Tennessee" and "The Notorious Jumping Frog of Calaveras County" in relation to the modern short story, and examines these two stories through the lens of Mikhail Bakhtin's theories of genre. This chapter closely examines Twain's use of various dialects to show that these two stories contain an unrealized complexity and are very closely related to the ostensibly "plotless" short fiction that developed in the twentieth century. The final chapter takes Twain's "The Mysterious Stranger" and examines it with respect to both old and new theories of the short story genre. This chapter shows how "The Mysterious Stranger" fuses both traditional and modern forms of the short story genre. The conclusion to this chapter reiterates the argument for a greater appreciation of Twain as a short story artist.
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Hall, Richard. "A computational story model based on a story grammar that represents conflict." Thesis, Federation University Australia, 2002. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/97261.
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"The work in this thesis investigates whether a computational story model can be formulated that can overcome the limitations of existing story models and also interact with stories in multiple ways, similar to the ways in which people interact with them."<br>Doctor of Philosophy
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Dawson, J. T. "William Harper : a story /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131575059.pdf.
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Petersson, Linda, and Lina Rooth. "What´s the story?" Thesis, Södertörn University College, School of Business Studies, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1255.
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Nkosi, Lindokuhle. "There’s another story here." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/63065.
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Written in fragments and combining fiction and narrative non-fiction, this novella explores how South Africa's history of violence and current violence against women affects and influences how women relate to each other. Based in the knowledge that our memories and behaviours are linked to the experiences of our ancestors via our bodies, I engage what our violent history and the disappearing myths that are still embedded in our bloodstream mean for life today. Drawing on the experiences of several generations of women in my family, current affairs and the lives of women close to me, my novella picks at the fragile things that hold us together. I take influence from the prose poetry in Claudia Rankine’s Citizen, and the use of fragmentation, myth and biography in Lydia Yuknavitch’s A Chronology of Water and Lily Hoang’s A Bestiary, and use an amalgam of genres to ask how we hold each other; how we breath, create, love and dream.
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Porter, Carol M. "Resilience, one woman's story." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60243.pdf.
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Jabareen, Jennifer. "Investigating culture through story /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,299.
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Boris, Dale Frances. "Interactive animated children's story /." Online version of thesis, 1989. http://hdl.handle.net/1850/11503.
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McCaffrey, Beth. "A story of stories." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/100253.
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This research took place over one academic year in a class of 7 children (6 to 7 years old) with statemented learning and language difficulties. The research aimed to explore the question “What can teachers learn from the stories children tell?” with the class teacher having the dual role of teacher and researcher. The research had two foci: the developmental evaluation of a particular pedagogical approach and an open-ended enquiry into what could be learned through the analysis of the stories told by children using a multi-perspective analysis grid. The pedagogical approach was formulated from certain guiding principles: the development of a “pedagogy of listening”, integrated and creative experiences with opportunities for multi-modal representations, the concept of “playful work”, opportunities for therapeutic play within the classroom, and the importance of giving prominence to stories and story-telling. These principles guided the development of a range of story-telling contexts within which the children told stories to the teacher who acted as scribe. The collection of 145 stories was then analyzed using the grid created for the research. This analysis incorporated an assessment of the language and story-telling skills of the children using a range of methods and an interpretation of the social and emotional meanings conveyed in the stories told. An assessment of the stories revealed that the children had made better than expected progress in their development of expressive language, but the meaning of their stories was to be found in different analyses than those used to assess language development. Teachers could learn much from the stories that the children told, but only if they interpreted the stories from a wide range of perspectives. The pedagogical approach was deemed sufficiently effective for the teacher/researcher to continue developing her practice under its guiding principles.
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Siimes, Rasmus. "Another Story, Another Image." Thesis, KTH, Arkitektur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-168836.
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Examensarbetet undersöker relationen mellan bild och upplevd bild (image) gällande ett antal byggnader som relaterar till allmännyttan, förorten, senmodernismen och miljonprogrammet. Genom att avporträttera en serie byggnader med hjälp av bildspråk som vanligtvis inte används för att avbilda dessa typer av byggnader och platser undersöker examensarbetet möjligheten att erbjuda alternativa bilder av några av den moderna svenska bostadshistoriens viktigaste element. Porträtten består av handgjorda bilder i akvarell, blyerts och tusch med tillhörande texter som beskriver mina möten med byggnaderna. Med projektet önskar jag utforska mina metoder för att arbeta med arkitekturbilder samt utmana den föreliggande bilden av de ovan nämnda delarna av svensk bostadshistoria. Genom projektet önskar jag lyfta fram delar av den arkitektur den svenska allmännyttan en gång bidrog till. Bilderna är komponerade med hjälp av 3D-modeller av byggnaderna eller detaljer från dessa. Med hjälp av den digitala modellens möjligheter och den skal-lösa perspektivritningen har jag tillåtit mig att använda de positioner eller vinklar jag ansett bäst för att porträttera byggnaderna. För varje bild används ett konstobjekt som referens. Dessa bilder har fungerat som katalysatorer för arbetet men mina egna bilder. Detta är ett arbete om bild, upplevd bild, historia, historier och framtiden. Det är ett projekt om mina möjligheter att utveckla mina arkitekturbilder till någonting nytt, utan att de förlorar sina möjligheter att kommunicera arkitektur. Det är ett projekt om att lyfta fram arkitektur som har förlorat sin glans men som fortfarande har betydelse för mig.<br>This diploma degree project explores the relation between image and images for a number of buildings relating to public housing, the suburb, late modernism, and the Swedish Million Homes Program. By portraying a series of buildings using a pictorial language that is usually not used for portraying these kind of buildings and places, I wish to provide an alternative way of speaking of and depicting some of the most significant elements of Sweden's modern housing history. The portraits consist of handmade watercolor, pencil, and ink drawings and texts describing my meetings with the buildings. With the project I wish to develop my methods of working with architectural images. I also wish to challenge the prevailing image of the mentioned elements of Sweden's housing history. In the project, I wish to highlight some of the architecture the Swedish public housing program once provided. The images are set up using 3D models of the buildings or parts of them. Using the possibilities of the digital model and the scale-less perspective drawing, I've allowed myself to use the position or angel I found the most suitable for each image. For each image, there is an existing art work serving as a catalyst for my process of creating the image. This is a project about image, images, history, histories, and the future. It's a project about me trying to develop my architectural images into something new, without losing their ability to communicate architecture. It's a project about highlighting architecture that has lost its glory but still is of importance to me.
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Johnson, Willie E. (Willie Earl). "Penelope--the Story Weaver." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/41380.
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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1996.<br>Includes bibliographical references (leaf 116).<br>by Willie E. Johnson, Jr.<br>M.Eng.
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Holmes, Dylan Alexander. "Story-enabled hypothetical reasoning." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/111866.
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Thesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2017.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (pages 63-64).<br>Story understanding is a central competence that illuminates all other aspects of human intelligence. In this work, I demonstrate how our story understanding ability sheds light on our ability to think in terms of hypothetical situations. Using the Genesis story understanding system as a substrate, I develop a story-enabled hypothetical reasoning system that models several high-level human abilities, including judging actions in terms of moral alternatives, contextualizing stories by considering what could have otherwise happened, and deliberating about personality to decide what characters will do next. In developing this system, I built many new computational mechanisms and representations, including a program for answering what-if questions, a side-by-side story comparator, rules for making presumptive inferences, heuristics for evaluating personality fit, and a problem-solving approach for evaluating moral character. Together, they take Genesis's story understanding capabilities to another level and advance our understanding of human intelligence.<br>by Dylan Alexander Holmes.<br>S.M.
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Awad, Hiba. "Culturally based story understanding." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/85403.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2013.<br>Title as it appears in MIT Commencement Exercises program, June 7, 2013: Modeling and demonstrating cultural differences in Genesis. Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 81-84).<br>Culture has a strong influence on how stories are understood. Accordingly, a full account of human intelligence must include an account of cultural influences on story understanding. The research reported takes a step toward accounting for cultural differences computationally by extending the Genesis story understanding system so as to enable Genesis to model Chinese and American differences in human story understanding and question answering. I focused on two murder stories discussed in a classic study by Morris and Peng, identified extensions to Genesis needed to model Chinese and American understanding and question answering biases, and developed rules and concepts not already in the Genesis libraries. I determined that one extension, a question-induced story augmentation capability, was needed to handle questions such as "Did Lu kill Shan because America is individualistic?" Another extension, the introduction of abduction rules, was needed to handle common sense background rules such as "If person X kills person Y, then person X must be insane." I also conceived and implemented computational metrics to measure story coherence. I survey the field of cultural psychology and suggest further steps toward an account of culturally variant cognition.<br>by Hiba Awad.<br>M. Eng.
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Kingdon, Lorraine B. "It's a Fishy Story." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 1992. http://hdl.handle.net/10150/622395.
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Henderson, Lisa A. "The Story of Love." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1144759270.
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Dambrink, Amanda M. "To Tell the Story." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1307036415.
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Weigel, Daniel J. "The Story of Death." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1396453901.
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Bukszpan, David Bukszpan. "The Sixty-Story Man." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu152336391107495.
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Tucker, Katherine. "Comer: A Short Story." Ohio University Art and Sciences Honors Theses / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ouashonors1525185196109174.
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Raja, Galián Vicente. "A Story of Resonance." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1530272507861696.
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Meiser, Cory. "Documentary Film: Love's Story." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5312/.
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Abstract Love's Story is a documentary journey into the storytelling world, where the themes of love and memory connect the audience to a unique set of film interviewees. Marie and Alexis provide interesting recollections about their individual pasts, while Cherie guides the course of the film with her expert theories about the nature of storytelling. What initially appears a simple film, actually provides a multi-tiered commentary tackling issues of memory, love, and perseverance. The film equally highlights the nature of storytelling to encourage audiences to critically dissect the stories around them in the world. Presented visually through minimalist animation and aurally through a mix of interviews, sound effects, and music, Love's Story is a poetic film about the process of storytelling and the interconnectedness of the memories individuals tell.
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Reich, Jennifer L. "The Anatomy of Story." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/203473.
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The current and estimated future shortage of nurses presents a threat to the health of both nursing professionals and those in their care. Stress and burnout are contributors to turnover among nurses and needs to be addressed.Story as a potential self-care strategy has the potential to promote health and wellbeing among nurses, which may increase satisfaction among nurses and decrease turnover in the profession. This study used a qualitative descriptive design with content analysis to: 1) describe the use of story and story sharing/telling in nursing practice, and 2) describe how story contributes to the nursing workplace.Findings revealed that stories are inherent in the practice of professional nursing. Nurses share a common bond and connection through sharing stories about the nursing profession. This connection spans generations, care settings, specialty, levels of education, training and experience.Nurses also use story as a way of remembering and processing information and to teach and mentor each other through the experiences they encounter in work settings. This sharing on the job and outside of work settings is more memorable and valuable to nurses than what they learn in the classroom or through textbooks and case study presentations.Story creates ease for nurses through validation of shared human experience. When an individual feels heard both the storyteller and listener benefit from the understanding that is gained from the exchange. The greatest barrier to this exchange within nursing practice is time. Nurses believe that there is a limited amount of time due to the complexity of the work environment, demands on their time, and the structure of the healthcare system.This study provided empirical findings for what has been theorized with respect to story and nursing. Nurses use story in their daily work and personal lives. The findings of this study provide support for the use of story to promote wellbeing in nurses and to improve environments in which nurses' work. Directions for future research would include the development and evaluation of programs for nurses that incorporate story into education and for self-care.
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Pereira, Robinson dos Santos. "Uma Spy Story brasileira?" Florianópolis, SC, 2005. http://repositorio.ufsc.br/handle/123456789/102279.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Literatura<br>Made available in DSpace on 2013-07-16T00:31:35Z (GMT). No. of bitstreams: 1
224635.pdf: 1895087 bytes, checksum: b4da8698b68db78f34baa878e647009d (MD5)<br>Esta pesquisa propõe-se, através da leitura crítica do romance A Última Viagem do Lobo Cinzento, e do levantamento do embasamento teórico necessário para compreender o gênero de espionagem, entender o porquê da ausência de romances do mesmo gênero produzidos no Brasil. Procuro, com este trabalho, estabelecer as diferenças entre romance policial e de espionagem, com o objetivo de destacar o caráter profundamente ideológico que é inerente ao segundo. Selecionamos, para fundamentar este estudo, obras que ajudam a compor um quadro da literatura dessa vertente temática no Brasil, assim como servir de referência dentro da teoria literária. Pautamo-nos, também, em romances que pertencem a tradicionais vertentes da literatura de espionagem mundial, assim como também obras teóricas sobre o tema e textos de cunho historiográfico e sociológico.
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Carson, Jo. "Pulling My Leg: Story." Digital Commons @ East Tennessee State University, 1990. http://amzn.com/0531058174.
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Iancu, Laura. "The story never ended." Thesis, University of Iowa, 2016. https://ir.uiowa.edu/etd/2093.
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Johnson, Jennifer Ann. "Effectiveness of Story Enactments Versus Art Projects in Facilitating Preschool Children's Story Comprehension." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1053.pdf.
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Shirley, J. Michael. "Storyteller, story-teacher a portrait of three teachers' use of story in elementary classes /." unrestricted, 2005. http://etd.gsu.edu/theses/available/etd-07262005-161522/.
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Thesis (Ph. D.)--Georgia State University, 2005.<br>Title from title screen. Peggy Albers, committee chair; Joyce Many, Dana Fox, Sheryl Gowen, committee members. Electronic text (294 p.). Description based on contents viewed May 15, 2007. Includes bibliographical references (p. 280-294).
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Shirley, James Michael. "Storyteller, Story-Teacher: A Portrait of Three Teachers’ Use of Story in Elementary Classes." Digital Archive @ GSU, 2005. http://digitalarchive.gsu.edu/msit_diss/3.
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The purpose of this qualitative study was to investigate the use of storytelling as a teaching strategy in the classrooms of three experienced elementary school teachers. Storytelling is defined in this study as the use of a narrative, spoken or written, in prose or in verse, true or fictitious, related so as to inform, entertain, or instruct the listener or reader. This research answers questions concerning; (a) what constitutes storytelling in these teachers’ classrooms, (b) teachers’ purposes for using storytelling, and (c) factors that have encouraged these teachers to employ storytelling in their teaching practices. Framed within constructivist theory, the study provides insight into how these three respondents teach content through storytelling and bridge information from teller to listener. Data collection included classroom observations, interviews of teacher-participants, and the collection of teacher-generated artifacts such as lesson plans and teacher notes. Portraiture is used as a method for writing up the data in order to record the perspectives and experiences of the participants in this study by documenting their voices, visions, and wisdom in a detailed exploration into the feelings about and use of storytelling in their teaching practices. The instructional strategies reported through this qualitative inquiry support a socio-cognitive interactive model of literacy and demonstrate its importance in learning content in an elementary school environment. The data were analyzed continually through a search for emerging patterns and through constant comparison analysis. The researcher found that the teachers used stories and illustrations in an impromptu manner and that storytelling served both cognitive and affective purposes. Cognitively, storytelling was employed to form connections to students’ prior knowledge and new knowledge being introduced. Storytelling was used as a mnemonic device to help students transfer storied information to new situations. Affectively, storytelling served to engage students in an enlightening and entertaining manner. Students responded to the use of stories through actively participating in classroom discussions and sharing stories of their own. Storytelling assists these teachers in their critical roles as negotiators and facilitators of meaning construction in the text and social context of the classroom.
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Yarlott, Wolfgang Victor Hayden. "Old man coyote stories : cross-cultural story understanding in the Genesis story understanding system." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/91880.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (page 108).<br>The original question was: "Can machines think?" Alan Turing asked: "Does there exist a digital computer that can do sufficiently well at the imitation game?" Patrick Winston asked: "What makes human intelligence different from that of other primates?" Winston's answer came in the form of four hypotheses that are the core behind the vision of the Genesis group at MIT's Computer Science and Artificial Intelligence Laboratory, which has developed the Genesis story understanding system. The key focus behind this system is: stories are an essential component of what makes human intelligence so remarkably different from that of other animals. I believe that if Winston and the Genesis group are correct and stories are a key part of human intelligence, then it is necessary that Genesis, the system that serves to demonstrate this point, be capable of handling stories from all cultures, including less well-known cultures such as that of the Crow indians, a tribe from the northern plains of the United States. Over the course of my work, I analyzed three collections of Crow literature, created a list of cultural features present in the stories, identified four as particularly important (unknowable events, medicine, differences as strengths, and uniform treatment of entities), and developed a set of five Genesis-readable stories in which those four features were prominent. This led to several new elements in the story understanding model; with these new elements, Genesis is capable of understanding stories from the Crow culture, bringing it one step closer to being a universal story understanding system.<br>by Wolfgang Victor Hayden Yarlott.<br>M. Eng.
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Gallets, Matthew P. "Storytelling and Story Reading: A Comparison of Effects on Children's Memory and Story Comprehension." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1023.
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For years, storytellers have been going to schools to share stories with children. However, to date only limited research has been done on the effects of storytelling on children’s learning. This project was part of an ongoing study involving several researchers. In this portion of the project, the effects of storytelling and story reading were compared. The population studied consisted of kindergarten, first, and second grade students. Half the students were read stories aloud, the other half were told the same stories by a storyteller. Data were collected regarding students ability to recall facts they had heard, as well as students skill in using formal story elements. The students’ interpretations of story meaning were also examined. Students in both the reading and storytelling groups improved on most measures. However, on some measures, notably those regarding recall ability, students in the storytelling group improved more than students in the reading group.
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Mathieson, Andy. "The accident a short story /." Diss., Connect to the thesis, 2005. http://hdl.handle.net/10066/644.
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Petty, Nancy E. "Claiming congregational identity through story." Chicago, Ill : McCormick Theological Seminary, 1997. http://www.tren.com.
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Blommaert, Jan. "A Shaba Swahili life story." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-95469.
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This paper presents an edited version of a hand written text in Shaba Swahili and French, accompanied by an English translation. The original text was written in ballpoint by a Shaba Zairean ex-houseboy, and sent to his former employer in Belgium It provides an account of his life, with special focus on the period after his Belgian employers left Zaire in 1973. It documents the conditions of hardship in the life of a semi-educated Zairean and provides a detailed account of the migrations he has to undertake in order to find means to support himself and his family. The author Wiote the `recit` at the request of the former employer`s wife, as a symbolic way to repay the debt he had incurred over the years in which he had received money and other goods from the Belgian lady. The text was sent to me by the former employer, who asked me to translate it into Dutch. The former employer granted me the permission to edit and publish the text in its totality. For reasons of privacy, we decided to alter the names of the people mentioned in the text. Thus, for instance, the employer is named Andni Deprins, his wife (who is the central addressee of the text) Helena Arens, and the author of the text is identified as Julien.
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Tutuncu, Koray. "Problematic Story Of Negative Freedom." Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608319/index.pdf.
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In his defense of negative freedom, Isaiah Berlin&rsquo<br>s main target is the political voluntarism of enlightenment rationalism which has paved way to totalitarian and authoritarian political regimes of the 20th century which brought the sacrifice of individual freedom. For Berlin, in contrast to Platonic realism of enlightenment rationalism in which there is a substantial belief in reason&rsquo<br>s capacity for giving us the knowledge of the supreme good, the nominalist foundations of negative freedom can provide us a secure grounding in the justification of the rights over the goods. By declaring the inviolable rights and relying on the principle of neutrality, negative freedom eliminates the risk of political voluntarism stemming from enlightenment rationalism or scientism. Since the 1980s, in Turkey, political and social oppositions to Rousseauian enlightenment of the Turkish state have deployed the epistemic and political tools of negative freedom. This appeal has aimed to open a legitimate space for the language of freedom as non-intervention under which each individual chooses his personal values without the fear of state intervention. In contrast to the interventionist claims of state, negative freedom, it has been believed that, has provided a secure grounding for the rights of individuals. Besides, the meta-ethical thesis of the incommensurability of human goods has also been employed for delegitimizing the substantial belief in the monism of the republican regime which relied on the assumption presenting the republican way of life as the supreme good. This missionary zeal for the re-construction of the republic on the premises of negative freedom has not, however, gone unchallenged. Against such identification of democracy with free-market and value pluralism, the republican front defends the restoration of the foundational ideals of the republic by returning to the substantial understanding of national sovereignty under the formulation of &lsquo<br>militant democracy&rsquo<br>. In this study, even though I agree with the nominalist epistemology of negative freedom which manifests a skeptic and agnostic attitude toward the power of reason and the insistence of negative freedom on the necessity of the priority of right, I have demonstrated the reasons behind the failure of negative freedom in justifying the priority of the right over the goods. Actually, my analysis has already displayed that concerning the radical consequences of the thesis of incommensurability, it is doubtful whether negative freedom can provide political conditions even for the cause of peace without the presence of absolute sovereign as suggested in Hobbes&rsquo<br>s political theory. At this point, I have argued that we should take into consideration the achievements of the ideal of autonomy in grounding the priority of the right over the good. Contrary to Berlin&rsquo<br>s distorted representation of autonomy, I believe that the critical rationalism of autonomy and its understanding of law will protect us not only from the metaphysics of enlightenment rationalism and scientism, but also from the metaphysics of historicism envisaged by Berlin&rsquo<br>s version of negative freedom.