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1
Ramsay, J. Russell. "Postmodern Cognitive Therapy: Cognitions, Narratives, and Personal Meaning-Making." Journal of Cognitive Psychotherapy 12, no. 1 (January 1998): 39–55. http://dx.doi.org/10.1891/0889-8391.12.1.39.
Повний текст джерелаАнотація:
A hallmark of both cognitive and constructvist-narrative theories of psychotherapy is the prominent role of personal meaning-making. Although there has been much debate between proponents of these theories, the assimilation of these models may signal the movement toward a more integrative model of psychotherapy. Cognitive and constructivist-narrative literatures are reviewed to illustrate points of convergence regarding both meaning-making and methods of change. The fourfold goal of this paper is to: (a) define personal narratives; (b) describe the role of narratives in organizing experience; (c) illustrate the congruence between narrative and cognitive theory; and (d) discuss the future of personal narratives and cognitive therapy.
2
Adams-Santos, Dominique. "“Something a bit more personal”: Digital storytelling and intimacy among queer Black women." Sexualities 23, no. 8 (March 4, 2020): 1434–56. http://dx.doi.org/10.1177/1363460720902720.
Повний текст джерелаАнотація:
Coming-out stories are important cultural texts wherein individuals articulate and interpret experiences of identifying as sexual minorities. Yet, much of the extant literature on coming-out stories examines narratives by white, middle-class gay men and lesbians. Critical inquiry into coming-out stories told by privileged queer subjects points to the formulaic and normative characteristics of their narratives, where sexual difference is downplayed or challenged. The goal of this article, then, is to ask whether and how coming-out narratives told by queer Black women conform to or depart from the “coming-out formula story.” Using an intersectional approach to narrative analysis, this article investigates the performative and discursive strategies that 50 women use in telling their coming-out stories on YouTube. Findings show that queer Black women’s use of intimate candor—the performative and discursive strategy of publicly revealing interior, often sexually explicit, aspects of the self—is a means through which women center desire and queerness; articulate a vision of queer Black womanhood; and complicate the coming-out formula.
3
Thorsten Meyer, Cornelia Weiss2, and Farooq Azam Rathore. "Goal Setting in Medical Rehabilitation: A Narrative Review." Journal of the Pakistan Medical Association 73, no. 9 (August 15, 2023): 1923–25. http://dx.doi.org/10.47391/jpma.23-68.
Повний текст джерелаАнотація:
Goal setting is an integral part of rehabilitation and the rehabilitation process. The aim of rehabilitation is to optimize functioning. Therefore, rehabilitation professionals and patients together have to determine mutually which aspects of functioning they should aim at. From a clinical view, a formal procedure for setting goals should help to motivate patients, ensure cooperation of rehabilitation team members, help to identify relevant blind spots and provide a system to monitor patient changes. Applying goal setting in rehabilitation represents a purpose in its own right, as it serves to strengthen the autonomy of patients and is a valuable tool to integrate personal motives, attitudes, meanings into the rehabilitation process. There is evidence that the introduction of goal setting into rehabilitation practice could enhance health-related quality of life and emotional states, especially self-efficacy. Mixed results have been reported regarding the patient motivation as well as activities and participation outcomes. Keywords: rehabilitation, patient care planning, care goals, patient-centred care, personal autonomy, shared decisionmaking, multidisciplinary care teams
4
Ismail, Duha Abd Al-Rahman, and Israa Burhanuddin Abdurrahman. "A Linguistic Analysis of an Inspirational Autobiographical Success Story of Technology." JOURNAL OF LANGUAGE STUDIES 8, no. 6 (June 30, 2024): 248–63. http://dx.doi.org/10.25130/lang.8.6.15.
Повний текст джерелаАнотація:
Inspirational autobiographical success stories of technology refer to personal narratives that typically involve individuals who overcame challenges to achieve significant accomplishments in the tech industry. These narratives often highlight personal growth, resilience, and the impact of innovation on their lives, serving as sources of inspiration and motivation for others who may be facing similar obstacles. However, there are many implicit linguistic strategies used in such stories to inspire the readers. The study aims to delve into verb choices, attitudes, and narrative processes within the story, seeking to unveil underlying structures, patterns, and characteristics in each category. Accordingly, it is hypothesized that attitude and transitivity can be investigated in the light of the Labovian structure, and that positive attitude and emotional verb process are the most prevailing in this story. This paper adopts a mixed approach, blending qualitative and quantitative methods by adopting three models of analysis. Drawing upon the narrative analysis model by Labov and Waletzkys (1997), this paper explores the overarching structure of the technology story "love and lose" (2020) by Steve Jobs, including key components such as abstract, orientation, complicating action, evaluation, and resolution. In addition to narrative analysis, this paper incorporates the appraisal theory developed by Martin and White (2005), which focuses on the linguistic choices used to express attitudes, emotions, and evaluations within the narrative. Furthermore, Halliday's transitivity theory (2004) is utilized to explore the linguistic representation by analyzing the transitivity patterns, such as material, mental, and relational processes. The story unfolds as a captivating, authentic narrative with a well-balanced structure, presenting nuanced attitudes that underscore the transformative power in combating technology. The analysis emphasizes a positive and proactive stance, contributing to the overarching goal of inspiring hope and fostering understanding.
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Sala, Arianna, and Manuel Luis De la Mata Benítez. "The narrative construction of Lesbian identity: A study using Bruner's self-indicators." Culture & Psychology 23, no. 1 (July 24, 2016): 108–27. http://dx.doi.org/10.1177/1354067x16650831.
Повний текст джерелаАнотація:
Starting from a narrative conception of identity, in this paper, we present a description of the process of construction of lesbian identity by applying Bruner's indicators of selfhood. Our main goal is to analyze the personal process of (re)construction of lesbian identity and its connection with socio-cultural context. The autobiographical narratives of eight (8) lesbian women were analyzed and categorized in accordance with a model that describes the construction of homosexual identity in three phases: before Self-definition, Self-definition, and after Self-definition. The analysis conducted allowed us to describe, in an integrated and coherent way, the process that led the participants to a dialogical and personal position in the flow of social discourses about homosexuality they are involved in.
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Borner, Joachim. "Ensayo sobre la realidad socioecológica: No alcanza para todos." Revista de la Academia 26 (December 21, 2018): 46–61. http://dx.doi.org/10.25074/0196318.0.1023.
Повний текст джерелаАнотація:
The essay starts of with a personal reflection of a senior researcher who has been investigating on global environmental change since the early beginnings of his career. It then moves to an analysis of the present challenges of humanity and the predominant narratives, which seem to steer our actions and hinder us from mitigating climate change and for staying within the planetary boundaries. Also it points out the role of hyperobjects, such as climate change, which are too big to grasp and too abstract to feel or imagine. In the discussion it opens up the imperative of creating new narratives to tackle the above issues, and reflects on the role of storytelling / future narrations to reach this goal of utmost importance for our planet's - for humanity's sake.
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Haimson, Oliver L. "Challenging “Getting Better” Social Media Narratives With Intersectional Transgender Lived Experiences." Social Media + Society 6, no. 1 (January 2020): 205630512090536. http://dx.doi.org/10.1177/2056305120905365.
Повний текст джерелаАнотація:
A dominant media narrative of “getting better” over time is often projected onto LGBTQ people’s personal life experiences. In this research study, I examine this narrative’s role in transgender people’s emotional well-being throughout transition. A “getting better” narrative was pervasive in my qualitative analysis of 240 Tumblr transition blogs and 20 interviews with bloggers, signaling that it impacted people’s self-concept both as presented on social media and when talking about their experiences. This narrative causes undue emotional harm given contrast between one’s post-transition reality, which may involve distress (despite greater congruence between one’s body and identity), and a dominant cultural expectation of happiness. I argue that an intersectional approach to understanding trans people’s emotional well-being—by considering multiple salient identity facets and life transitions—makes trans lives more livable by complicating the cultural imperative to feel better, and to present a unilaterally positive self-image online, post-transition. Even though trans people on average feel better after gender transition, everyday realities are often in contrast to the dominant narrative’s positioning of gender transition as a process with a single, simple goal of feeling better. Challenging the “getting better” narrative gives trans people the freedom to live and exist in their post-transition identities, whether or not they feel “better.”
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Talen, Mary R., Jeffrey Rosenblatt, Christina Durchholtz, and Geraldine Malana. "Turning the tables: Using resident physicians’ experiences as patients for leveraging patient-centered care." International Journal of Psychiatry in Medicine 53, no. 5-6 (September 25, 2018): 405–14. http://dx.doi.org/10.1177/0091217418802163.
Повний текст джерелаАнотація:
Training physicians to become person-centered is a primary goal of behavioral health curriculum. We have curriculum on doctor–patient communication skills and patient narratives to help physicians relate to the patient’s experiences. However, there is nothing more effective than actually being the patient that gives providers an “aha” experience of the patient’s perspective. In this article, we will share personal resident physician-patient stories based on their experiences within acute urgent care, chronic disease management, and routine well health care. In each narrative, the physician-patient will describe how their experiences had an impact in three areas: (1) their professional identity, (2) their connection with patients, and (3) their experience of the health-care system and teams. Drawing from the key emotional and cognitive experiences from these stories, we will identify training strategies that can bridge the personal to professional experiences as a way to enhance person-centered care. Our goal is to use the physician’s insider perspective on the patient experience as a means to augment the awareness of professional physician role, team-based care, and navigating the health-care system.
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Gudova, Margarita, Maria Guzikova, Olga Kocheva, and Alberto Cardenas Bucheli. "Foreign Language Classroom: Multilingual and Multimodal Space?" SHS Web of Conferences 50 (2018): 01065. http://dx.doi.org/10.1051/shsconf/20185001065.
Повний текст джерелаАнотація:
The article is focused on the elaboration of the theory of multiliteracy developed by the New London Group in the mid-1990s, with a special emphasis on multilingualism as a challenge for the teachers of English who need to acquire a new understanding of the rapidly changing learning environment shaped by the multitude of language repertoire performed in the classroom. The modern language communication necessitates a more dynamic way of interpreting and processing the information received through the construction of a personal search trajectory. Multimodal literacy as the goal of modern education requires developing of the ability to actualize meanings through the personal modality and narratives. The new educational context should be equally important and accepted by every participant engaged in the educational process, as well as, if necessary, be supplemented by new modalities. The English teachers’ experience of integrating multiliteracies into their practice is shown through the narrative enquiry approach.
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Snytko, Olena. "Сrisis communications in the information space of wartime Ukraine". Current issues of Ukrainian linguistics: theory and practice, № 46 (2023): 18–48. http://dx.doi.org/10.17721/apultp.2023.46.18-48.
Повний текст джерелаАнотація:
The present study explores crisis communications in media space of wartime Ukraine that imply the use of technologies aimed at diagnosing, predicting, and managing crises and, whenever possible, neutralizing their negative consequences. The findings indicate that the identity narrative is the foundation for the ideological matrix of Ukrainian strategic communications during the Russia-Ukraine war. This master narrative outlines the fundamental features and values of the distinctive and unique Ukrainian nation defending its sovereignty and statehood. Not surprisingly, all other pro-Ukrainian narratives draw on this master narrative because the aggressor's primary goal is to destroy the country's nationhood and devalue democratic aspirations and pro-European/ pro-Western orientations of its citizens. Crisis communications practices indicate that wartime texts should be short, with balanced factual and emotional parts and a personal message – "Address the whole people and every one of them!" These communication principles have dominated public speeches, including those of the top diplomatic officials, from the start of the third stage of the war. The crisis faced by Ukrainian society during wartime has brought to the forefront a growing number of specific suggestive texts that support the main strategic narratives and boost the morale of citizens – creolized (multimodal) texts that are disseminated through traditional and new media, social networks, combining different information codes (verbal, visual and musical texts). These texts effectively and positively influence Ukrainian society and simultaneously objectify narratives rich in emotional description. The activation of these forms is the result of tension release through creativity. Traditionally used to exert manipulative influence on individuals, this form may prove effective in crisis communication situations due to its propensity to quickly neutralize the state of uncertainty, which is difficult for the psyche.
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Ting, Adrian, Karen A. Manaig, and Alberto D. Yazon. "Online Teaching During COVID-19." International Journal of Web-Based Learning and Teaching Technologies 19, no. 1 (January 23, 2024): 1–15. http://dx.doi.org/10.4018/ijwltt.336545.
Повний текст джерелаАнотація:
This study reports on a collaborative research project initiated in 2022 by the authors based in Hong Kong and the Philippines. The overarching goal is to review and assess the impact that the prolonged use of technology for teaching has had on K–12 teachers. Through a narrative inquiry, the study seeks to encapsulate teachers' online teaching experiences: its efficacy, challenges, impacts on teaching, and other relevant issues. These narratives are compared against the backdrop of access to technology in Hong Kong and in the Philippines, as there are immense differences in IT infrastructure. It was found that technological advancement and preparedness did not guarantee smooth delivery of online teaching. In contrast, teachers' own personal circumstances, workload, stress, and mental wellbeing tend to have a much greater impact on themselves and their work.
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Atay, Ahmet. "Digital Eco System: Cyber Bodies, Cyber Lives, and Cyber Narratives." International Review of Qualitative Research 13, no. 3 (July 23, 2020): 317–31. http://dx.doi.org/10.1177/1940844720939850.
Повний текст джерелаАнотація:
In this essay, I try to embody the fragmented nature of our digital culture and lives. Through autoethnographic writing and personal vignettes, I narrate and theorize five interrelated themes: interactivity, the co-construction of digital stories, blurring the idea of time and space, the concept of transnational cyber bodies, and finally, the notion of a transnational and queer cyber home. Hence, my goal is to present personal stories that embody forms of cyber or digital autoethnography.
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Lukić, Vladimir. "ASSESSING THE NARRATIVE FROM THE SOCIAL AND LITERARY PERSPECTIVE: THE CASE OF MACINTYRE AND MURDOCH." PHILOLOGIA MEDIANA 14, no. 1 (June 13, 2022): 207–14. http://dx.doi.org/10.46630/phm.14.2022.16.
Повний текст джерелаАнотація:
This paper deals with the topic of the narrative. The goal is to make a differentiation between the personal, social, and literary narrative. In order to do that, we need to provide a theoretical outlook of the social narrative which is found in the theory of Alasdair MacIntyre and suggest a method of making a differentiation. The method that will be used is the one of semiosis. Through this method we end with a role of the literary author, of the social narrative and the personal narrative. The author is burdened with the process of hermeneutics and mimesis he/she derives meaning and encrypts that meaning within the literary art-piece. The theory used for the description of this process has been developed by Iris Murdoch. After this elaboration, we will end up with clear difference between the personal narrative, social narrative, and literary narrative.
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Bishop, Alex J., Tanya Finchum, and Julie Pearson-Littlethunder. "PORTRAYAL OF A CENTENARIAN: EXPLORING ACTOR INSIGHTS ON AGING AND LONGEVITY." Innovation in Aging 3, Supplement_1 (November 2019): S306—S307. http://dx.doi.org/10.1093/geroni/igz038.1123.
Повний текст джерелаАнотація:
Abstract Data for this study originated the Oklahoma 100 Year Life Project. A total N = 7 volunteer actors (n = 5 women; n = 2 men) were recruited to participant as actors to play the role of centenarians in a living history play based on oral historical narratives. Actors participated in preliminary (prior to play performance) and post (after play performance) focus group sessions. Focus group questions addressed four key ideas: (1) Perceptions of aging and human longevity; (2) Loss and decline in aging; (3) Narrative storytelling and; (4) Personal life goal(s). Qualitative content analysis was performed to assess general thematic evidence stemming from actor perspectives. Four predominant themes emerged suggestive of adaptation in actor perceptions about human aging and longevity. These themes included: (1.) Purpose seeking (e.g. "It was interesting to see how much you can get out of life."); (2.) Age-embodiment (e.g., “I really wanted to focus on my facial movements and the way I talked”); (3.) Creative curiosity (e.g., “It takes a little bit of creativity. . . someone who has curiosity”); and (4.) Self-actualization (e.g., “You just think it’s not going to happen to me. . . and then you’re like. . . I am probably going to live to 100 now.”). Results have implications relative to how oral historical narratives can be used to enhance the personification of aging on stage, as well as demystify personal myths about longevity. Applications for use within educational and community settings for theatrical performances will be shared.
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Fernandes, Sara Margarida de Matos Roma. "Identidade Narrativa e Identidade Pessoal. Uma Abordagem da Filosofia de Paul Ricoeur." Philosophica: International Journal for the History of Philosophy 17, no. 33 (2009): 75–94. http://dx.doi.org/10.5840/philosophica200917335.
Повний текст джерелаАнотація:
This article has the double goal of reflecting on the concept of narrative identity in Paul Ricoeur’s Thinking and of evaluating its contribution to the resolution of the general problem of personal identity. Accordingly, this article will develop the following thesis: 1) narrative identity results from a permanent dialectic between character (sameness, Idem) and selfhood (constancy, Ipse), that is, between subject’s power to relate continuously to himself during all his life through narrative mediation and subject’s psychological and physical traits; 2) personal identity is the continuous ethical and aesthetical (self)recreation and narrative identity brings perfectly together these two domains.
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Arkhangelsky, Alexander, and Anna Novikova. "Transmedia strategies in school literary education: deconstructing kitsch and the semiotics of readerly creativity." Chinese Semiotic Studies 19, no. 2 (May 1, 2023): 315–32. http://dx.doi.org/10.1515/css-2023-2007.
Повний текст джерелаАнотація:
Abstract We consider the substitution of living classical texts with their simulacra, kitschy interpretations, to be one of the most important issues in literary education in schools. Traditional teaching methods and textbooks reproduce a set of pedagogical clichés. This leads to a loss of the skill of reading. As a result, the student gains a set of simple narratives about canonical texts, not the knowledge of them. The goal of our study is to give impetus to developing the classics. We think that this development is possible if teachers work with the text, starting with deconstruction of the narrative and clichés surrounding it, applying methods of analysis that are typical for the humanities, in particular semiotic analysis, formal analysis, and narrative analysis. Dominants and metaphors may become a starting point for transmedia extensions, which is extremely important for students’ subsequent independent creative work. We propose an approach to working with literary texts in a manner which stimulates the reader’s personal creativity in the process of becoming acquainted with classics. We have used the example of famous film adaptations and theatrical stagings of the novel War and Peace by Leo Tolstoy, as well as multimedia projects by trainees from grades 7–11.
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Olness, Gloria S., Jennifer J. Kurnal, Thomas G. Broussard, Faye S. Stillman, Catalina C. Assaad, Leticia M. Garcia, and Jodi M. Morgan. "The Narrative-Based Evolution of a Stakeholder-Engaged Research Team." Topics in Language Disorders 43, no. 3 (July 2023): 190–209. http://dx.doi.org/10.1097/tld.0000000000000318.
Повний текст джерелаАнотація:
Millions of people worldwide have experienced abrupt and traumatic disruption in the flow of their personal life story as a result of stroke and the onset of aphasia. For each one who survives and embarks on the journey toward recovery, their unique and evolving narrative yields gems of wisdom borne of the experience. This wisdom is shared with others through interpersonal narrative exchange and engagement, which foster biographical coherence and provide sources of hope to others on the path toward a productive and fulfilling life. This case study illustrates how a biography-based approach to stakeholder-engaged research merges personal stories in three ways. First, the case illustrates how the personal and professional stories of the candidate research team members merged to form the team through networking over time. Second, the biography-based approach led the team to identify the written personal accounts of 259 people living with aphasia as the raw data set for their research, with the intended goal of mining gems of practical wisdom from these written biographical works. Third, the case illustrates how the biography-based approach draws on the personal stories of in-hospital experiences of research team members with aphasia to prospectively hone the initial research focus. Specifically, the team will tap the collective voice within the written accounts to evaluate the in-hospital experiences of people with aphasia. The ultimate goal will be to catalyze participatory action, in collaboration with transdisciplinary health care providers, to advance responsive, person-centered health care. The authors address challenges and priorities in stakeholder-engaged research team development, the importance of honing a research focus, and the identification of research dissemination venues. Oral and written accounts of life with aphasia offer a timeless and potentially rich source of wisdom that can be tapped through the process of stakeholder-engaged research.
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Patterson, Fiona M. "Exploring Aging through Intergenerational and Cross-Cultural Narratives." Journal of Baccalaureate Social Work 11, sp1 (September 1, 2005): 105–19. http://dx.doi.org/10.18084/1084-7219.11.sp1.105.
Повний текст джерелаАнотація:
The use of intergenerational and cross-cultural narratives in undergraduate social work courses is introduced, illustrated, and discussed. The focus is on material to excite and broaden the knowledge base of students by introducing cultures and an age group with whom they may not be familiar. Another goal is to present the richness and wisdom of stories that elders from various ethnicities have to tell in order to overcome stereotypes of aging and promote positive intergenerational relationships on a personal and professional level. For practice, policy, and Human Behavior in the Social Environment courses, examples are given of readings, films, a song, and specific assignments.
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Levy, Elena T. "Pre-construction of third-person elicited narratives." Narrative Inquiry 18, no. 2 (December 12, 2008): 274–98. http://dx.doi.org/10.1075/ni.18.2.06lev.
Повний текст джерелаАнотація:
Recently, Labov (2006) described a process of narrative pre-construction that must occur during the short period of time between a conversationalist’s question, “Where should I begin?,” and the start of a narrative of personal experience. The present article is concerned with the microgenesis of narrative pre-construction in elicited third-person retellings. The central proposal is that the microgenesis of anticipatory goal statements — summaries of characters’ motivations for their actions, feelings and beliefs — relies on processes of increasing discourse cohesion that are learned, practiced and automatized in earlier ontogenetic development. In the proposed account these form a trajectory from extra- to intralinguistic (anaphoric) reference, and from sequenced descriptions of events to cataphoric summaries that are generalizations of original, perceived experiences. Analyses of narrative change across an intermediate, mesodevelopmental span of time — the repeated retellings of a story — provide insight into how change may occur in microgenesis. The proposal extends to the level of discourse Vygotsky’s (1987) account of the role of the social word in advancing thought from heaps to complexes to concepts.
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Freire Hermosilla, Antonio, Nelson Rodríguez Arratia, and Pablo Solórzano Marchant. "NARRACIÓN DE ESTUDIANTES DE PEDAGOGÍA ANTE EL PROCESO DE INGRESO A LA UNIVERSIDAD." Foro Educacional, no. 17 (May 20, 2015): 81. http://dx.doi.org/10.29344/07180772.17.643.
Повний текст джерелаАнотація:
RESUMEN:Este artículo intenta dar cuenta de las motivaciones y dificultades que tuvieron estudiantes de la UCSH en su proceso de ingreso a esta casa de estudios. Para algunos el ingreso a la educación superior significaba la realización de un proyecto de vida personal. Sin embargo, los bajos resultados obtenidos en la PSU se convirtieron en una dificultad para realizar dicho anhelo. La alternativa de estudiar pedagogía se vislumbró como la única posibilidad para obtener un título profesional. La decisión de ingresar en la UCSH estuvo fuertemente marcada por algunas características identitarias y criteriosfundacionales de esta universidad. En particular, la acogida y la cordialidad que experimentaron enel proceso de admisión se constituyeron en un apoyo importante para tomar su decisión.Palabras clave: Narrativas - proyecto de vida - proceso de ingreso - características identitarias -criterios fundacionales.ACCOUNT OF A PEDAGOGY STUDENT ABOUT THE PROCESS OF ENTERING THE UNIVERSITYABSTRACT:This article intends to present the motivations and difficulties that some UCSH students had in their process of entering the University. For some of them, to become a student of the higher education meant the achievement of a personal life project. However, the low results they obtained in the PSU (University Selection Test) became an obstacle to reach this goal. The alternative of studying pedagogy is distinguished as the only option to have a degree. The decision of entering the UCSH was strongly determined by some identity characteristics and foundational criteria of this University. Particularly, the reception and cordiality they experience in the admission process became a significant support to have taken the decision.Keywords: Narratives - life project - entering process - identity characteristics - foundationalcriteria.
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Rubio-Hurtado, María-José, Marc Fuertes-Alpiste, Francesc Martínez-Olmo, and Jordi Quintana. "Youths’ Posting Practices on Social Media for Digital Storytelling." Journal of New Approaches in Educational Research 11, no. 1 (January 15, 2022): 97. http://dx.doi.org/10.7821/naer.2022.1.729.
Повний текст джерелаАнотація:
Most young people spend time online every day in order to access social networks, where not only do they consume, but also produce content. The posting of content ends up reflecting a personal story in which young people recognize themselves. This posting practice requires competences that can be developed in digital literacy-related educational activities. Our research is aimed at understanding the posting habits of young people with the goal of integrating these practices in formal educational contexts. For this purpose, we have qualitatively analyzed the interviews of 21 young people. The results show different posting habits, as well as the motivating factors, perceptions and types of content posted by young people on social networks. An interpretative analysis of the results shows the possibilities of working on the storytelling experiences of young people on social networks from the perspective of the Personal Digital Storytelling educational methodology.
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Ghosh, Subho. "A Patriarch of One’s Own Clutching the Chains That Bind: Margaret Mitchell’s Gone with the Wind." Praxis International Journal of Social Science and Literature 6, no. 7 (July 25, 2023): 41–49. http://dx.doi.org/10.51879/pijssl/060704.
Повний текст джерелаАнотація:
History has been the tool of patriarchy to establish and perpetuate its hegemonic hold on society by presenting the male narratives and marginalizing, often excluding, female and minoritarian perspectives and experiences. War history, likewise, has been the record of victories and failures of men. It seeks to idealize the figure of ‘war-hero’ who for the sake of nation or community had abjured personal desires and comfort and devoted himself to one goal alone, that is to protect and serve his country. Margaret Mitchell employs one such war, namely the American Civil War (1861-65) as the backdrop of her famous novel Gone with the Wind (1936) presenting itself to be the narrative of popular romantic story and attempts to foreground the history of female experience that is excluded from the official records of public history. This paper, therefore, intends to show how in spite of set against the backdrop of a war history the novel, that is chiefly dominated by female characters, does not engage in idealizing a male narrative rather brings to the fore the story of a changed nation traced through the female struggle. Mitchell shows how before the birth of any prominent feminist movement the domestic life of America that was ravaged by the Civil War was not protected and run by any ‘hero’, rather by women chiefly. This thesis, thereby, intends to explore how the domestic life, which is relegated at the back in any history of war, is chiefly handled and brought to normalcy by the women of the society and how the women being desperate and instrumental, became the entrepreneur in time of need and though not given any praise became the shaping force of the new social order as the nurturer, much unacknowledged even by themselves and the two manifestation of the spirit of women which is pushed to the margin in the male narrative of war. This thesis will bring into account the critical perspectives of Dianna Wallace, Linda Hutcheon, Jean-Francois Lyotard and Gerda Lerner in order to establish how Mitchell’s novel present a counter narrative through its appropriation of patriarchal hegemonic historical meta-narrative.
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Mahurin-Smith, Jamie, Monique T. Mills, and Rong Chang. "Rare Vocabulary Production in School-Age Narrators From Low-Income Communities." Language, Speech, and Hearing Services in Schools 52, no. 1 (January 18, 2021): 51–63. http://dx.doi.org/10.1044/2020_lshss-19-00120.
Повний текст джерелаАнотація:
Purpose This study was designed to assess the utility of a tool for automated analysis of rare vocabulary use in the spoken narratives of a group of school-age children from low-income communities. Method We evaluated personal and fictional narratives from 76 school-age children from low-income communities ( M age = 9;3 [years;months]). We analyzed children's use of rare vocabulary in their narratives, with the goal of evaluating relationships among rare vocabulary use, performance on standardized language tests, language sample measures, sex, and use of African American English. Results Use of rare vocabulary in school-age children is robustly correlated with established language sample measures. Male sex was also significantly associated with more frequent rare vocabulary use. There was no association between rare vocabulary use and use of African American English. Discussion Evaluation of rare vocabulary use in school-age children may be a culturally fair assessment strategy that aligns well with existing language sample measures.
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Escamilla Nares, Alejandro, and Karen Jimenez-Arriaga. "THE EXPERIENCE OF HOMOSEXUALITY IN PERSONAL, SOCIAL, AND PROFESSIONAL ASPECTS FROM A PHENOMENOLOGICAL PERSPECTIVE." International Journal of Education and Social Science Research 06, no. 06 (2023): 93–106. http://dx.doi.org/10.37500/ijessr.2023.6606.
Повний текст джерелаАнотація:
In this recent work, research was conducted with a focus on gathering narratives from young adults about their personal, social, and professional experiences. The sociocultural issues of exclusion, violence, and the invisibility of homosexuality were addressed. Through these testimonies, the aim was to reflect on the importance of considering individuals in terms of their dignity, setting aside social biases and stereotypes to preserve the integrity of each person, following the approach proposed by Nussbaum in 2000. The primary goal of this study was to comprehend the meanings and impacts of homosexuality on professionals. To carry out this research, a qualitative approach with a phenomenological design was employed to explore the meanings and experiences of 15 homosexual participants who were experiencing anxiety and depressive disorders. These disorders appeared to have various roots, including family or social issues.
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M. Littlefield, Cathy, Laura M. Taddei, and Meghan E. Radosh. "Organic Collaborative Teams: The Role of Collaboration and Peer to Peer Support for Part-Time Doctoral Completion." International Journal of Doctoral Studies 10 (2015): 129–42. http://dx.doi.org/10.28945/2113.
Повний текст джерелаАнотація:
With doctoral completion rates hovering around 50%, students, faculty and institutions are seeking methods for improvement. This narrative inquiry examined the impact of collaboration and peer to peer experiences on doctoral completion of three peers in a part-time doctoral program. Prior to this inquiry, minimal research existed on the impact of peer to peer support and collaboration on doctoral completion; therefore, the three peer authors defined, described, and recommended ways to encourage organic collaboration. The authors’ defined organic collaboration as a naturally-formed dynamic peer to peer support group, built on individual strengths and differences, while focused on a common goal. Themes found during the narrative inquiry included the identification of a common goal, amicable group dynamics, peer to peer support, and intentional relational learning. The peer authors provided practical knowledge on ways students, faculty and higher education institutions can benefit from encouraging and supporting organic collaboration. This narrative inquiry demonstrated the long-term benefits of peer to peer support and collaboration that led to scholarly, professional, and personal support.
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Rogova, Evgeniya, and Leonid Yanickiy. "Narrative as Involvement Technology: Socio-Psychological Groups in VKontakte Social Net." Virtual Communication and Social Networks 2022, no. 3 (September 26, 2022): 161–66. http://dx.doi.org/10.21603/2782-4799-2022-1-3-161-166.
Повний текст джерелаАнотація:
Narrative and storytelling involve social net users in various socio-psychological groups. Modern narrative psychology focuses on life purpose formation. Narrative as an interpretive process concerns almost all spheres of everyday life and correlates with subjective and intersubjective experiences. Narrative studies are a source of knowledge on how a person endows the world, life, and goal-setting with meaning. Observing the interpretation of one’s experience can reveal how subjectivity works. Narrative makes it possible to construct the world, as well as to comprehend it in terms of past, present, and future. Psychology of meaning formation brings us closer to personality and inner subjectivity. Storytelling is popular both on the Internet and in various branches of scientific knowledge, marketing, linguistics, psychology, pedagogy, and journalism. Storytelling is used in existential psychology, logotherapy, and art therapy. Personal experience verbalized as a story reveals one’s personality, values, and beliefs. Storytelling makes one feel complete, helps to find a purpose in life, and facilitates psycho-corrective activities. Storytelling in online socio-psychological groups possesses all the features of a narrative. For instance, the Vkontakte social network allows its users to employ all the features of narration, thus involving the audience in communication and influencing their psyche. Based on content analysis and hermeneutic approach, the authors identified such involvement technologies as suggestion, persuasion, and emotional infection. Storytelling is not only a means of promoting psychological services in socio-psychological groups, but also a means of psycho-correction and psychological impact. It develops relevant meanings in the addressee, personal development, self-help, and stress relief.
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Jenstad, Lorienne M., and Martha Donnelly. "Hearing Care for Elders: A Personal Reflection on Participatory Action Learning With Primary Care Providers." American Journal of Audiology 24, no. 1 (March 2015): 23–30. http://dx.doi.org/10.1044/2014_aja-14-0051.
Повний текст джерелаАнотація:
Purpose This report is a reflective critical narrative of the authors' experience with an interdisciplinary collaboration of primary care providers (PCPs) and hearing health care providers (HHCPs) that followed the principles of participatory action research/learning. The goal for this report is to describe the 1st author's observed barriers to PCPs' willingness to learn about hearing health care and the subsequent facilitators to learning. Method A team of PCPs and HHCPs created the “Communication: Hearing Loss in Elders” educational module. The module included (a) prereading developed from a combination of literature reviews and contextual factors and (b) a case study. Results The authors present the list of topics included in the module, and they reflect on why and how these topics were deemed important by the team. In particular, 2 topics were identified for motivating PCPs' behavior regarding hearing health care: (a) the overlap in symptoms and possible causation among depression, dementia, and hearing loss and (b) how hearing can affect efficiency of care regarding other health issues. Conclusions This personal reflective narrative gives the authors' opinions about what can make for a successful collaboration and presents some hypotheses regarding information that may motivate behavior change with regard to hearing care.
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Logue, Mary Ellin, and SooJoung Kim. "The Persona Doll Project: Promoting Diversity Awareness Among Preservice Teachers Through Storytelling." Social Studies Research and Practice 6, no. 2 (July 1, 2011): 60–80. http://dx.doi.org/10.1108/ssrp-02-2011-b0006.
Повний текст джерелаАнотація:
The Persona Doll Project describes an experiential intervention with undergraduate preservice teachers designed to increase awareness about diversity and apply this awareness to curriculum planning and advocacy for children. Sixty-three undergraduate students in a social studies methods class were each assigned a persona doll for the semester whose background differed from their own. Each was charged with becoming the advocate for the child, represented by the doll, by telling informed stories that would help other students better understand a level of diversity beyond what they knew from their own lives. Students heightened awareness of their own assumptions through narrative, inquiry and reflection and used that knowledge to critically analyze teaching practices that promote inclusion or exclusion. Students reported increased confidence for working in diverse communities. One goal of teacher education programs is to prepare teachers to work with students from racial/cultural/linguistic backgrounds other than their own. This article provides one example of how to address this important goal.
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Ryu, Suyun. "EAST ASIA, THE RESTORATION OF MEMORIES AND NARRATIVE OF RETURN." International Journal of Korean Humanities and Social Sciences 5 (November 12, 2019): 37–56. http://dx.doi.org/10.14746/kr.2019.05.03.
Повний текст джерелаАнотація:
In the early 2000s, Hwang Seok-young published three full-length novels. They were The Old Garden (2000), The Guest (2001) and Sim-Cheong (2003). The return trilogy attracted much attention in that they were works that informed Hwang Seok-yeong’s return to the Korean literary world. He visited North Korea in 1989 and exiled in Germany until 1993. He was imprisoned shortly after returning home in 1993 and imprisoned until 1998. Conflict and anguish due to his personal history overlap in the three works. It was the thematic focus of ‘return’. ‘Return’ is not simply returning. Above all, it is an encounter with ‘self-absence’ and is the most positive return to think of ‘today’. Furthermore, the final goal is to reconcile with the present. Therefore, the three long-time narratives he published were Hwang Seok-young’s return process as a writer.
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Neville, David O. "The story in the mind: the effect of 3D gameplay on the structuring of written L2 narratives." ReCALL 27, no. 1 (March 10, 2014): 21–37. http://dx.doi.org/10.1017/s0958344014000160.
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AbstractThe article reports on a mixed-methods study evaluating the use of a three-dimensional digital game-based language learning (3D-DGBLL) environment to teach German two-way prepositions and specialized vocabulary within a simulated real-world context of German recycling and waste management systems. The study assumed that goal-directed player activity in this environment would configure digital narratives, which in turn would help study participants in the experimental group to co-configure story maps for ordering and making sense of the problem spaces encountered in the environment. The study further assumed that these participants would subsequently rely on the story maps to help them structure written L2 narratives describing an imagined personal experience closely resembling the gameplay of the 3D-DGBLL environment. The study found that immersion in the 3D-DGBLL environment influenced the manner in which the second language was invoked in these written narratives: Participants in the experimental group produced narratives containing more textual indicators describing the activity associated with the recycling and waste management systems and the spaces in which these systems are located. Increased usage of these indicators suggest that participants in the experimental group did indeed rely on story maps generated during 3D gameplay to structure their narratives, although stylistic and grammatical features of the narratives suggest, however, that changes could be made to the curricular implementation of the 3D-DGBLL environment. The study also puts forward ideas for instructional best practices based on research findings and suggests future areas of development and investigation.
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He, Jingxi. "A Long Anxiety Dream: The Absence and Subversion of Identity in Kazuo Ishiguro's an Artist of the Floating World." Journal of Education, Humanities and Social Sciences 13 (May 11, 2023): 429–32. http://dx.doi.org/10.54097/ehss.v13i.8214.
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The article will discuss Kazuo Ishiguro's possibilities as an atypical diasporic writer by focusing on his dual international background. Next, through analyzing his early novel “An Artist of The Floating World”, the theme of the absence and subversion of identity can be revealed. By shaping an imagined post-war Japan and using unreliable narratives, Kazuo Ishiguro succeeds in conveying universal anxiety. Finally, we will explore the writer's own anxieties implied behind the context of his personal goal of so-called “universal values”, where the United States plays a role of “the other” that cannot be ignored.
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Said, Eman Mohamed Abdelfattah. "Fern von Aleppo: Narrative Themenentfaltung im interkulturellen Kontext." Germanistische Beiträge 46, no. 1 (November 1, 2020): 108–29. http://dx.doi.org/10.2478/gb-2020-0005.
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Abstract In “Fern von Aleppo”, the Syrian author Faisal Hamdo, who left his home in 2014 and sought refuge in Germany, tells of his very personal integration experiences. The book represents a kind of intercultural communication. In his book, Faisal Hamdo, who sees himself as a “mediator between the worlds”, tries to give the German reader answers to many questions regarding Syrian culture. From a text linguistic point of view, this book identifies the narrative development that seems to be tailored to the intercultural context. Accordingly, the present article raises the following questions: Does the structure of classic narration differ from the structure of narration in an intercultural context? Which intercultural information units are presented in the text? How are they embedded in the narrative text? Which constituents of the narrative structure are suitable for realizing intercultural communication? Which communicative functions do the constituents of the narrative structure fulfill in an intercultural context? The contribution sets itself the goal of analyzing the narrative structure to investigate how intercultural communication comes about through narration, how the intercultural information units are integrated into the constituents of the classic narrative structure so that they fulfill their communicative function, and to developa suitable analysis model.
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Thoreson, Kristine. "Rural Roots." Brock Review 11, no. 2 (February 10, 2011): 137–40. http://dx.doi.org/10.26522/br.v11i2.312.
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As a Western Canadian artist, my work investigates methods through which we construct and deconstruct narratives of personal and cultural identity and the role of self-performance within these practices. My work is situated within the intersection of Performance Studies, visual art, and local scholarship. Through art I seek to enrich the growing body of knowledge regarding photography as a performance of identity, and to document personal experiences in the region of Southern Alberta. This photographic project is indicative of my tendency to work out in the landscape while not attempting to “capture” traditional landscape “scenery”. My goal is instead to get to know a place, and to discover or resist some kind of personal, cultural or topographical attachment; it is to discover what it is that draws me in (or repels me). Thus with this project, I do not seek to do an ethnographic study of what the rural places around Calgary Alberta may mean to certain people. Rather, I am interested in the intersection of space with place and how we transform wide open space into meaningful place.
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Sulastri, Fera, and Nita Sari Narulita Dewi. "The Role of Autonomy on Students' Creativity in Writing Short Story: A Narrative Inquiry." Jurnal Metaedukasi: Jurnal Ilmiah Pendidikan 1, no. 1 (October 21, 2019): 32–36. http://dx.doi.org/10.37058/metaedukasi.v1i1.979.
Повний текст джерелаАнотація:
Learning autonomy offers a lot contribution to students' successful learning since it is the ability of learners to take control of their learning goal and management. One of this characteristics influences how students set their learning management based on what they are interested in. This situation builds creative atmosphere since students set their goal, management, style, and preferences. In writing a story, students need creativity to make an interesting story. Therefore, this study distinguishes a student gaining the best story in children's literature class. It is specifically aimed at investigating how autonomous the student is so that it came to her creativity in creating the story. The data are collected from documentation, student's reflective journals, and also some interviews. The method of this study is narrative inquiry while thematic analysis is used for analyzing the data. The result shows that the student becomes autonomy by having these characteristics; (1) having learning management, (2) Intrinsically motivated, (3) Knowing personal strength and weakness. Those characteristics have important role in bringing the student to be successful learner
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Antović, Mihailo. "Multilevel grounded semantics across cognitive modalities: Music, vision, poetry." Language and Literature: International Journal of Stylistics 30, no. 2 (March 22, 2021): 147–73. http://dx.doi.org/10.1177/0963947021999182.
Повний текст джерелаАнотація:
This article extends the author’s theory of multilevel grounding in meaning generation from its original application to music to the domains of visual cognition and poetry. Based on the notions of ground from the philosophy of language and conceptual blending from cognitive linguistics, the approach views semiosis in works of art as a series of successive mappings couched in a set of six hierarchical, recursive levels of constraint or grounding boxes: (1) perceptual, parsing the stimulus into formal gestalten; (2) cross-modal, motivating schematic correspondences between the stimulus so structured and the listener’s embodied experience; (3) affective, ascribing to this embodied appreciation dynamic sensations, as in the distinction between tense and lax parts of the perceptual flow; (4) conceptual, drawing analogies between such schematic and affective appreciation and elementary experiential imagery, resulting in outlines of narratives; (5) culturally rich, checking such a narrative outline against the recipient’s cultural knowledge; and (6) individual, adding to the levels above idiosyncratic recollections from the participant’s personal experience. The goal of the analysis is to show that the interpretation of constructs from different semiotic modes (music, vision and language) may rely on the same grounding levels as it ultimately depends on the same perceptual, embodied and contextual circumstances. Specifically, the article uses the system to analyse the possible reception of a section from the romance for violin and orchestra ‘The Lark Ascending’ by Ralph Vaughan Williams, the painting ‘The Last Supper’ by Leonardo da Vinci and the poem ‘No Man Is an Island’ by John Donne.
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Slade, Mike, Victoria Bird, Clair Le Boutillier, Marianne Farkas, Barbara Grey, John Larsen, Mary Leamy, Lindsay Oades, and Julie Williams. "Development of the REFOCUS intervention to increase mental health team support for personal recovery." British Journal of Psychiatry 207, no. 6 (December 2015): 544–50. http://dx.doi.org/10.1192/bjp.bp.114.155978.
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BackgroundThere is an emerging evidence base about best practice in supporting recovery. This is usually framed in relation to general principles, and specific pro-recovery interventions are lacking.AimsTo develop a theoretically based and empirically defensible new pro-recovery manualised intervention – called the REFOCUS intervention.MethodSeven systematic and two narrative reviews were undertaken. Identified evidence gaps were addressed in three qualitative studies. The findings were synthesised to produce the REFOCUS intervention, manual and model.ResultsThe REFOCUS intervention comprises two components: recovery-promoting relationships and working practices. Approaches to supporting relationships comprise coaching skills training for staff, developing a shared team understanding of recovery, exploring staff values, a Partnership Project with people who use the service and raising patient expectations. Working practices comprise the following: understanding values and treatment preferences; assessing strengths; and supporting goal-striving. The REFOCUS model describes the causal pathway from the REFOCUS intervention to improved recovery.ConclusionsThe REFOCUS intervention is an empirically supported pro-recovery intervention for use in mental health services. It will be evaluated in a multisite cluster randomised controlled trial (ISRCTN02507940).
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Coelho, Dalila P., João Carlos Pereira Caramelo, and Isabel Menezes. "Why words matter: Deconstructing the discourses of development education practitioners in development NGOs in Portugal." International Journal of Development Education and Global Learning 10, no. 1 (June 28, 2018): 39–58. http://dx.doi.org/10.18546/ijdegl.10.1.04.
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Considering discursive transitions in development education, we discuss the main findings of a qualitative study with practitioners in Portuguese development non-governmental organizations, based on semi-structured in-depth interviews. Our goal was to understand practitioners' accounts of their field of action and the discursive transition between development and (global) citizenship. The research provides new information about the Portuguese situation and contributes to the reconceptualization debate. The analysis reinforces the complexity of the field, connected to its focus on processes, and its highly organic, personal and multidimensional nature. It also depicts a nuanced understanding of terms and an increasing identification with global citizenship education as an umbrella term for practitioners' action and an alternative to the North–South and development narratives attributed to development education.
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Clinchy, Blythe McVicker. "A Connected Approach to the Teaching of Developmental Psychology." Teaching of Psychology 22, no. 2 (April 1995): 100–104. http://dx.doi.org/10.1207/s15328023top2202_1.
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In this article, I describe ways in which a model of instruction called connected teaching can be applied to undergraduatre courses in developmental psychology. The model contains features that women in interviews say they appreciated or wished had been present in their academic lives. The model emphasizes thinking over expertise; elkitation and exploration of students' narratives of personal experiences; respectful ccmsioeration of commonsense views of development derived from these experiences, especially among students whose backgrounds are poorly represented in the literature; and attention to the social context of the classroom, including facilitation of collaborative as well as adversarial forms of discourse. The overall goal is to convince students that they can actively construct, rather than just passively receive, knowledge about developmental psychology.
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Garat, Diego, and Dina Wonsever. "Automatic Curation of Court Documents: Anonymizing Personal Data." Information 13, no. 1 (January 10, 2022): 27. http://dx.doi.org/10.3390/info13010027.
Повний текст джерелаАнотація:
In order to provide open access to data of public interest, it is often necessary to perform several data curation processes. In some cases, such as biological databases, curation involves quality control to ensure reliable experimental support for biological sequence data. In others, such as medical records or judicial files, publication must not interfere with the right to privacy of the persons involved. There are also interventions in the published data with the aim of generating metadata that enable a better experience of querying and navigation. In all cases, the curation process constitutes a bottleneck that slows down general access to the data, so it is of great interest to have automatic or semi-automatic curation processes. In this paper, we present a solution aimed at the automatic curation of our National Jurisprudence Database, with special focus on the process of the anonymization of personal information. The anonymization process aims to hide the names of the participants involved in a lawsuit without losing the meaning of the narrative of facts. In order to achieve this goal, we need, not only to recognize person names but also resolve co-references in order to assign the same label to all mentions of the same person. Our corpus has significant differences in the spelling of person names, so it was clear from the beginning that pre-existing tools would not be able to reach a good performance. The challenge was to find a good way of injecting specialized knowledge about person names syntax while taking profit of previous capabilities of pre-trained tools. We fine-tuned an NER analyzer and we built a clusterization algorithm to solve co-references between named entities. We present our first results, which, for both tasks, are promising: We obtained a 90.21% of F1-micro in the NER task—from a 39.99% score before retraining the same analyzer in our corpus—and a 95.95% ARI score in clustering for co-reference resolution.
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Shafer, Michaela R. "Shattered, Suffering, and Silenced: Sharon's Story." Annual Review of Nursing Research 34, no. 1 (January 2016): 15–33. http://dx.doi.org/10.1891/0739-6686.34.15.
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This chapter presents a case study of a 30-year-old female news reporter in Albuquerque, New Mexico, named Sharon Fullilove. The case is presented as a personal narrative by her mother, who is a critical care nurse, former chief nurse, Level I trauma unit commander, and colonel in the U.S. Air Force. The narrative is followed by excerpts from Sharon's chart that confirm a series of decisions made by both the hospital and the providers. The subsequent narrative is meant to give the reader an opportunity to reflect on the variety of clinical ethics questions that emerge when a patient enters into a contract with a physician and hospital for care. The goal is not to perform a thorough ethical analysis of the case but to let the reader experience what it is like when best practice standards, attention to patient care, and compassionate concern for family members are set aside. The case concludes with a set of broad questions that can be used for further discussion. Hopefully, this case will bring to the forefront the centrality of ethics in professional decision-making within the context of medical care.
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Achfandhy, Mochammad Irfan. "MODEL DAKWAH COMPLIANCE GAINING OLEH KYAI PESANTREN." Jurnal Dakwah Risalah 31, no. 2 (December 30, 2020): 252. http://dx.doi.org/10.24014/jdr.v31i2.11484.
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Kyai Fachruddin Dasuki as a boarding school caretaker tries to increase the religiosity of the community by a sermon. The great enthusiasm of the community is the result of the construction of the messages by da'wah. The purpose of this research is to examine the construction of persuasion da'wah messages and efforts to form an attitude of public compliance. This study used a qualitative approach that was descriptive and the research strategy used a narrative by retelling the da'wah activities with a descriptive narrative chronology. The findings of Kyai Fachruddin Dasuki's research on da'wah are not only persuasive but more oriented towards the goal of gaining compliance, the community becomes obedient and follows the contents of the da'wah message voluntarily without coercion. The material presented consists of five elements including; reward, punishment, expertise, personal commitment and impersonal commitment. The entire message of this da'wah is conveyed by public communication guided by the book Nashoikhul Ibad by Imam an-Nawawi.
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Lapadat, Judith C. "Bloggers on FIRE Performing Identity and Building Community: Considerations for Cyber-Autoethnography." International Review of Qualitative Research 13, no. 3 (October 12, 2020): 332–50. http://dx.doi.org/10.1177/1940844720939847.
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As a research approach, autoethnography has revolutionized qualitative inquiry. To date, most autoethnographies represent the lives of academics and are published in the research press for a small audience of other academics. However, in the digital world, a subset of blogs has emerged in which the self-narratives are substantially similar to autoethnographies in content, quality, and level of social commentary, but with a broader scope and audience. For example, FIRE bloggers write about how they are striving to reach the goal of Financial Independence and Early Retirement (FIRE). They share detailed accounts of their financial circumstances, personal stories, strategies, and social insights. Through an analysis of FIRE blog texts, I examine digital presentation and performance of identity, relational aspects of online communication, and strategies these bloggers and their followers use to create community. The success of bloggers in bringing together people around the world to form communities with shared aims points to possibilities for how cyber-autoethnographers might broaden the reach of autoethnography while also building a collaborative sense of agency to accomplish personal and political goals. My interest in this cyber-community is theoretical, but intersects with challenges I have grappled with in my personal transition to retirement.
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Nir, Bracha. "Clause combining across grammars." Reflections on Constructions across Grammars 6, no. 2 (December 31, 2014): 232–65. http://dx.doi.org/10.1075/cf.6.2.05nir.
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The goal of the present study is to examine whether clause-combining rhetorical preferences that differentiate between Hebrew and English are maintained across grammars, specifically, in the context of text production in a non-native language. It examines the usage of various bi-clausal constructions marking different levels of event integration in texts written by advanced speakers of English, all native monolingual Hebrew speakers. The data analyzed consist of personal experience narratives that were collected from high-school and university-level students. These texts are compared to narratives that were collected from native speakers of both languages following the same design of study. Quantitative and qualitative analyses show differences and similarities between the three populations in terms of clause-combining strategies. They reveal that not only the constraints of the L1 but mainly those of the L2 guide non-native speakers in their choice of bi-clausal constructions, as devices expressing event integration. Results further show that event integration is reflected by constructions at different levels of the grammatical system, and that constraints on bi-clausal constructions at the more local, morpho-syntactic level are echoed by constraints at the level of discourse itself as a construction.
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Karayanni, Stavros Stavrou. "Anamnesis and queer poe(/li)tics: Dissident sexualities and the erotics of transgression in Cyprus." Journal of Greek Media & Culture 4, no. 2 (October 1, 2018): 239–54. http://dx.doi.org/10.1386/jgmc.4.2.239_1.
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This article examines queer Cyprus issues in terms of national and sexual identity politics, queer historiography and a transgressive aesthetic of desire. It relies on the premise that focusing on the personal experience of desire offers a mode of narrative that may mitigate the displacement of queer experience and subvert systemic oppression. At various moments and most prominently in Part D, the writing attempts a discursive performance whose context, tone and character adjust themselves to the article’s engagement with queer politics of Cyprus. As an ultimate goal, this performance seeks to contribute less to the much-rehearsed debates on sexual identities and more to their attendant politics of power and to the poetics of desire. Along with the pursuit of sexual fulfilment, the poetics of desire become fundamental elements in constructing a sense of personal sexual history. As I examine the legacies of colonial orientalism within the context of queer desire, I explore the possibility of spaces where dissenting sexualities may inscribe a trajectory while in the grip of strictures that determine gender, sexual and national performance. By turning attention to personal spaces, this article delineates a subjective consciousness whose personal imaginings expand into queer embodiments that unfold across and beyond.
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Chen, Chen, Si Chen, Helen Haste, Robert L. Selman, and Matthew H. Schneps. "Romantic Transfer from Thermodynamic Theories to Personal Theories of Social Control: A Randomised Controlled Experiment." Education Sciences 13, no. 6 (June 13, 2023): 599. http://dx.doi.org/10.3390/educsci13060599.
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The transfer of learning is arguably the most enduring goal of education. The history of science reveals that although numerous theories have been transferred from the natural sciences to the socio-political realm, educational practitioners have often deemed such transfers romantic and rhetorical. We conducted an experiment that randomly assigned a sample of 292 college freshmen in China to two groups to learn different thermodynamic theories: entropy or self-organization theory. We examined whether the two groups may arrive at different implications about social (and government) control without explicit instructions. We found that participants who learned the theory of entropy were more likely to believe the social system would become chaotic over time without external control; thus, they preferred tightened social control. Whereas participants who learned self-organisation theory were more likely to believe that order may form from within a social system; therefore, they downplay external control and prefer stronger individual agency. Follow-up interviews showed that the participants’ narratives about social control were largely consistent with the thermodynamic concepts they had learned. Our findings have critical implications for the recent trend in STEM education that promotes the teaching of cross-cutting concepts—seeking patterns from interdisciplinary ideas—that may implicitly prime students to borrow physical science theories to formulate personal social hypotheses and engage in moral–civic–political discourse.
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Grimova, Ol'ga A. "BREAKING DOWN NARRATIVE INTRIGUE IN THE "ROMANCE" BY M. STEPANOVA "IN COMMEMORATION OF MEMORY"." RSUH/RGGU Bulletin. "Literary Theory. Linguistics. Cultural Studies" Series, no. 9 (2020): 140–51. http://dx.doi.org/10.28995/2686-7249-2020-9-140-151.
Повний текст джерелаАнотація:
The “Romance” of M. Stepanova “In commemoration of Memory” is considered in the article as an attempt of non-narrative representation of the material, which traditionally becomes the basis for the epic forms, – the story of genus. The writer believes that the “translation” of such material into the language of literature, organizing the narrative intrigue, formatting of material according to traditional genres patterns makes the past lose its uniqueness, becoming “typical”. In order to preserve an authenticity of the remaining evidence of her family’s life, Stepanova invents a form of “showcase-novel”, which should make its personages “visible”, while allowing them to remain themselves. The writer transforms the discursive parameters of the narrative: her goal becomes not to structure the experience of the personal presence in the world, but not to allow the disappearance in the oblivion of those who once lived. The synthagmatic connectivity of the text is broken, and the paradigm one is strengthened. “Romance” contains “rhymes”, coincidences, associations that tie together different levels of the work. Its formal and substantive parameters begin to be set by the objective / bodily, whereby being fragmented is read as being injured. Thus, the text about the story of the genus becomes the text about the search for different language for the presentation of that history – the language which does not address the traditional narrative and genre instrumentation.
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Callahan, Carolyn M. "Self-Reflective Insights on What I Have Learned in an Evolving Academic Career Model: Accounting Scholarship, Administration, and Diversity." Issues in Accounting Education 33, no. 3 (May 1, 2018): 5–16. http://dx.doi.org/10.2308/iace-52145.
Повний текст джерелаАнотація:
ABSTRACT In this paper, I offer personal insights based on my experiences (thus far) in an evolving academic accounting career model. While I value all aspects of an academic career responsibilities (teaching, research, and service), this narrative focuses primarily on the role of accounting scholarship and, broadly, the impact of diversity on the same. I offer these perspectives and personal experiences from the unique vantage point as an African American woman, focused first on contributing to top-tired accounting scholarship, and more recently on roles as an administrator of an accounting department and business college. While my academic journey is unique by objective measures (often dubbed “trailblazing” by others), I offer suggestions that may be useful to any academic who is dedicated to success in our field. Given the evolving accounting model and challenges ahead, my overriding goal remains to encourage junior accounting colleagues to persevere, as an accounting academic career is richly rewarding.
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Luis, Julio Rodríguez. "Autorrepresentación en Cervantes y el sentido del Coloquio de los perros." Cervantes 17, no. 2 (September 1997): 25–58. http://dx.doi.org/10.3138/cervantes.17.2.025.
Повний текст джерелаАнотація:
As its title indicates, this article deals with two aspects of Cervantes's work. Its ultimate and probably unachieved goal is to link them. The first part focuses on Cervantes's peculiar way of indirectly addressing his reader with comments that underline his personal involvement with the subject of the narrative. This manera de narrar has no equivalent in 15th-, 16th-, or 17th-century Spanish literature, but reminds the critic of Montaigne's autobiographical style. The second part of the article concentrates on the double novella of Casamiento-Coloquio in order to 1) discuss its position within Cervantes's art; 2) explore its autobiographical content; and 3) explain the meaning of the profecía about the dogs’ origin. To this author, the oracle, together with the last section of the Coloquio, articulates Cervantes's final and very personal statement about man's fate and the role of storytelling in it. The work of other critics who have written about the same subject is discussed as my own arguments touch upon what they wrote.
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Osorio, Sandra L. "The Vulnerable Teacher: Working Towards Critical Consciousness in a Second Grade Bilingual Classroom." Association of Mexican American Educators Journal 12, no. 1 (February 1, 2018): 107–27. http://dx.doi.org/10.24974/amae.12.1.390.
Повний текст джерелаАнотація:
Telling your students that you are divorced and your two sons no longer live with their father is not the typical kind of conversation you would expect in a classroom, but in my second-grade Spanish–English bilingual classroom, it was the norm. I had decided to implement literature discussion around Latinx children’s literature. I found that in order for my students and I to develop a relationship built on trust and respect, I had to be vulnerable and willing to share some personal narratives. In the following article, I share how I, the teacher, was vulnerable with my students during our literature discussions around Latinx children’s literature in order to have conversations about critical topics, such as, immigration, bilingualism, and family. My ultimate goal was for my students to develop critical consciousness.
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Bates, Carolina Figueras. "Storytelling and advice: Constructing the lived experience of eating disorders online." Studia Linguistica Universitatis Iagellonicae Cracoviensis 140, no. 2 (May 30, 2023): 95–119. http://dx.doi.org/10.4467/20834624sl.23.005.17754.
Повний текст джерелаАнотація:
Online peer support groups encourage individuals to tell their stories and to find validation and emotional comfort when reading about the stories of others. Coincidently, lived experiences are the kind of knowledge applied to solicit and to deliver peer advice. This study examines the relationship between storytelling and advice in an English speaking online forum that provides support for those with an eating disorder (ED). The results revealed a range of different types of narratives within the data, from more elaborate testimonials of the ED and the process of recovery to brief personal passages responding to the first poster. The Labovian narrative structure appeared in a number of the first stories, whereas two main configurations, contingent upon the kind of response offered, emerged in second stories: parallel assessments (or snapshots) and success stories. Parallel assessments constituted self-centred stories and did not include any advice provision. Success stories, instead, became an essential component of the advice-giving act since they were remedial. The solution proposed by responders to the problem posed by the first poster was organized either to offer tips (that is, a series of practical recommendations to address a specific ED or recovery issue) or to deliver thoughtful advice through a resolutive story that introduced the state of recovery as a real possibility. Both parallel assessments and resolutive stories included contrasting resonances in relation to the first story. Resolutive stories encompassed resonating elements whose meanings were transformed and (re)signified from the positioning of a subject moving towards recovery. However, snapshots echoed specific key expressions from the initiating post. The goal was to display alignment with the first teller by describing a similar I-perspective experience. Taken together, the individual small stories contributed to the co-construction of a multiple-lived story with regard to the ED in the online community.