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1
Wingstedt, Johnny. "Narrative music : towards an understanding of musical narrative functions in multimedia." Licentiate thesis, Piteå : Luleå tekniska universitet, Musikhögskolan i Piteå, 2005. http://epubl.ltu.se/1402-1757/2005/59/LTU-LIC-0559-SE.pdf.
Повний текст джерела
2
DelConte, Matthew T. "Who speaks, who listens, who acts a new model for understanding narrative /." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1055173633.
Повний текст джерелаАнотація:
Thesis (Ph. D.)--Ohio State University, 2003.Document formatted into pages; contains x, 217 p. Includes bibliographical references (p. 210-217). Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2006 June 3.
3
Hunter, Darlene R. "Understanding gender verbal communication a narrative approach /." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
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4
Clarkson, Jerry Dennis. "A foundation for narrative research on teachers' understanding." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ37692.pdf.
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5
Huang, Yi-Ping. "Understanding international graduate instructors a narrative critical ethnography /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3315922.
Повний текст джерелаАнотація:
Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, School of Education, 2007.Title from PDF t.p. (viewed on May 7, 2009). Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2585. Adviser: David Flinders.
6
Emig, John David. "Narrative versus traditional journalism: Appeal, believability, understanding, retention." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2307.
Повний текст джерелаАнотація:
Narrative journalism has enjoyed a resurgence of popularity in mainstream daily newspapers in the United States during the last decade. This popularity has encouraged many journalistic experts to proclaim that narrative journalism is well-liked by readers and may well become the savior of daily newspapering. This study attempts to determine reader preferences in four areas : appeal, believability, comprehension, and retention.
7
Freed, Kristen. "Constructing a Narrative as a Means of Achieving Understanding." Marietta College / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1147461272.
Повний текст джерела
8
Keller, Alyse. "Performing Narrative Medicine: Understanding Familial Chronic Illness through Performance." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6876.
Повний текст джерелаАнотація:
This study presents the process of creating a performance ethnography of my family’s narratives about familial chronic illness and disability. I label this process performing narrative medicine. By documenting and granularly analyzing the process of my performance ethnography, the following chapters provide a step-by-step discussion of how families communicate about chronic illness/disability through storytelling and humor, and how/what performance does as a method, metaphor and object of study to further our current communicative practices and understandings of chronic illness and disability in families. I argue that performing narrative medicine is a heuristic for families living with chronic illness and disability, and a method that may be used and applied outside the context of my own family.
The chapters in my dissertation directly address the following questions: How does my performance work as embodied knowledge to gain greater understanding of the lived experience of familial disability/chronic illness? How does the use of humor as a communicative construct, and performance ethnography work as a practice of “performing narrative medicine?” What are our scholarly stakes in performing narrative? How too might binding narrative medicine to performance inform how we do qualitative research? How do the respective motions of narrative medicine and research practices/principles of performance ethnography converge and cross-fertilize each other? Does a work like narrative medicine endow storytelling and performance with a consequentiality?
This performance ethnography of familial disability and chronic illness contributes to understandings of families dealing with chronic illness/disability, extends narrative medicine as a theoretical construct, and speaks to a long tradition of the practice of performance ethnography. Overall, performing narrative medicine reveals the underlying communication competencies at work in families living with chronic illness and disability. Through the use of humor and performance as a communication practice, I reveal the power of empathy. The power in realizing our own human capacities to relate to one another across differences, and continue the work of “living well.” This dissertation emphasizes the power of performance to constitute alternative ways of performing and understanding familial chronic illness, by emphasizing the work of creating, implementing and studying performance.
9
Szarkowicz, Diane Louise, of Western Sydney Macarthur University, and Faculty of Education and Languages. "Preschoolers using narrative to evidence an understanding of mind." THESIS_FEL_XXX_Szarkowicz_D.xml, 1999. http://handle.uws.edu.au:8081/1959.7/347.
Повний текст джерелаАнотація:
Children's theories of mind have been researched extensively over the past two decades. Generally, studies concerning this understanding have focused on children between three and five years of age because it is believed that an understanding of mind develops during this period. However, evidence from naturalistic contexts suggests that many younger children can demonstrate an understanding of the mind. Despite this, the focus in many studies has been the age at which children are able to demonstrate a representational understanding of mind. Less interest has been directed towards how children use their understanding during their everyday interactions. Evidence suggests further investigations need to consider the social nature of a theory of mind. For example, a growing amount of research indicates that social contexts are important in facilitating an understanding of mind. Relationships have been reported between a theory of mind and the following: peer popularity, family size and level of fantasy play. Given these, it appears necessary for research to address the social implications of an understanding of mind in 3-5 year olds. Interview and observation methods were adopted for data collection. The interview phase of this study investigated whether or not selected characteristics of narrative influenced children's performance on four non-traditional literature based false belief tasks. Results indicated that narrative style, active participation and narrative detail were significant predictors of children's ability to demonstrate an understanding of false belief. Age was not identified as a significant variable. The results from both phases in this study suggest that 3-5 year olds can demonstrate an understanding of mind during non-traditional false belief tasks and everyday interactions. It is argued that an understanding of mind is characterised by a range of behaviours and that not all these are addressed in the traditional paradigm.Doctor of Philosophy (PhD)
10
Macnaughton, Eric. "Understanding insight development in early psychosis : a narrative approach." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2513.
Повний текст джерелаАнотація:
Intervening early in the course of psychotic illness (e.g. schizophrenia) may significantly improve prospects for the recovery, both in medical and psychosocial terms, of the individuals who experience these conditions. Engaging such individuals in care, however, remains a challenge. One barrier to engagement is lack of insight, or the low illness awareness that is considered to be a typical characteristic of people who experience psychotic illnesses, particularly in their early phases.
The dominant view of this phenomenon is that it is primarily related to the illness itself and thus is biologically based. There is reason to believe, however, that understanding the psychosis experience is also an interpretive process, and that the meaning of this experience for the individual arises out of dialogue between the person, mental health professionals and significant others. There is also reason to believe that the relationship between insight and recovery may not be as straightforward as presumed. While the dominant view sees insight as a crucial condition for recovery, emerging evidence suggests that insight once gained may lead to depression and demoralization.
Insight thus may be understood as an interpretive, dialogical process that is fundamentally narrative in nature, the consequences of which may be divergent. Using qualitative methods (constructivist grounded theory complemented by narrative analysis), the present study sought to understand the process by which insight developed in early psychosis, and sought to explore the relationship between insight and the early stages of illness management and recovery, as reflected by the written and oral accounts of twelve individuals who were within the first three years of illness.
Overall, the results suggest that insight development in early psychosis can be conceptualized as the process of coming to an acceptable, adaptive explanation. More specifically, the results first of all suggest that insight development involves finding or negotiating an account of illness that fits or can be accommodated with the individual’s own story of the psychosis experience. The process also involves finding an account of illness and its treatment that can be envisioned as a helpful rather than disruptive aspect of the individual’s future biography.
11
Docherty, Deborah. "The narrative approach to understanding the chronic illness experience /." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33459.
Повний текст джерелаАнотація:
This small exploratory study considers the use of the narrative approach in eliciting and understanding illness stories. The four participants, (two male and two female) range in age from 29 years to 74 years. They live with a variety of chronic illnesses (heart disease, Multiple Sclerosis, and Pick's disease). Narrative analysis of the four semi-structured transcribed interviews revealed four dominant themes: the emotional reaction to diagnosis; the role of stress in aggravating and coping with chronic illness; a view of death; the meaning attributed to illness.A postmodern perspective is employed to explicate the social construction of the notion of chronic illness. A critique of the medical discourse regarding chronic health challenges is offered.
This study invites social workers to consider their position of power and privilege as they learn new ways of listening to illness narratives.
12
Szarkowicz, Diane Louise. "Preschoolers using narrative to evidence an understanding of mind." Thesis, [Campbelltown, N.S.W. : The Author], 1999. http://handle.uws.edu.au:8081/1959.7/347.
Повний текст джерелаАнотація:
Children's theories of mind have been researched extensively over the past two decades. Generally, studies concerning this understanding have focused on children between three and five years of age because it is believed that an understanding of mind develops during this period. However, evidence from naturalistic contexts suggests that many younger children can demonstrate an understanding of the mind. Despite this, the focus in many studies has been the age at which children are able to demonstrate a representational understanding of mind. Less interest has been directed towards how children use their understanding during their everyday interactions. Evidence suggests further investigations need to consider the social nature of a theory of mind. For example, a growing amount of research indicates that social contexts are important in facilitating an understanding of mind. Relationships have been reported between a theory of mind and the following: peer popularity, family size and level of fantasy play. Given these, it appears necessary for research to address the social implications of an understanding of mind in 3-5 year olds. Interview and observation methods were adopted for data collection. The interview phase of this study investigated whether or not selected characteristics of narrative influenced children's performance on four non-traditional literature based false belief tasks. Results indicated that narrative style, active participation and narrative detail were significant predictors of children's ability to demonstrate an understanding of false belief. Age was not identified as a significant variable. The results from both phases in this study suggest that 3-5 year olds can demonstrate an understanding of mind during non-traditional false belief tasks and everyday interactions. It is argued that an understanding of mind is characterised by a range of behaviours and that not all these are addressed in the traditional paradigm.
13
Szarkowicz, Diane Louise. "Preschoolers using narrative to evidence an understanding of mind /." [Campbelltown, N.S.W. : The Author], 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030624.135650/index.html.
Повний текст джерела
14
Andres, Karen. "A narrative inquiry into understanding female adolescence and anorexia nervosa." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0003/MQ34331.pdf.
Повний текст джерела
15
Gale, Barbara. "Understanding the experiences of community hospice volunteers : a narrative analysis." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/129799/.
Повний текст джерелаАнотація:
It is suggested that hospice volunteers could play an important role in providing community support to dying people, but there are conflicting views as to whether volunteers should fulfil a professional role or one of friendship. The use of community volunteers is relatively uncommon in hospices in the United Kingdom, in contrast to their use across the voluntary sector, and there is limited research available about hospice volunteers' experiences. This research addresses this perceived gap in knowledge by exploring how visiting dying people affects community hospice volunteers' experiences, and their attitudes towards death and dying. The thesis is a qualitative study using audio-recorded interviews with 16 volunteers, recruited from four independent hospices, exploring their stories of visiting dying people. A dialogical narrative analysis is used to interrogate the interview data and explore common storylines. Systems theory is drawn on to explore these storylines and the rules, meanings and belief systems which influence how volunteers manage their relationships with dying people, the hospice and death. Analysis revealed how volunteers found being with the dying an enriching experience, they developed friendships and learnt to cope with multiple deaths, some drawing on the example of doctors and nurses. However, this thesis has uncovered how a hospice system, which has a preference for applying professional rules rigidly, does not fit with a home visiting service based on friendship. This results in a detrimental impact on volunteers' experiences, often deterring volunteers from sharing their positive stories about death. This thesis argues that there is a strong case for hospices and other organisations working with volunteers to consider that community volunteering may not require rigid rules and volunteers can learn to manage relationships and loss. This requires organisations to work more responsively with community volunteers in a relationship based on trust and collaboration.
16
Palmer, Rebecca. "Understanding graphic narrative through the synthesis of comic and picturebooks." Thesis, Anglia Ruskin University, 2016. http://arro.anglia.ac.uk/701523/.
Повний текст джерелаАнотація:
This study was undertaken to develop a better understanding of comics, picturebooks, and their relationship through progressive attempts to combine them in practice. The study was motivated by an interest in hybrid forms as a site where narrative techniques from different forms are put to alternative use in a new context. The research contributes to current scholarly discussion of graphic narrative from a practitioner’s perspective. Reflective practice offers unique potential as a method for critical study. Comparative analysis of changes over time throws light on each form’s typical mechanisms for graphic storytelling, and demonstrates their function in different contexts. Problems arising in practice are catalysts for a process of dynamic, analogical theory-formation and -testing, which often challenges or supplements existing knowledge, leading to a more nuanced understanding of the forms with which practice engages. Findings evolved, firstly, from the insight that conventions for graphic storytelling function differently depending on the mode of reading and the formal context. Secondly, the degree to which the practitioner is constrained by formal limitations was found to demand a disciplined distillation of content that deliberately creates space for different kinds of readerly engagement. The study concluded that, due to their adaptation towards solitary reading, comics exert greater control over their readers, whereas picturebooks tend to be more flexible in order to accommodate different modes of reading. The way readers engage with a work impacts on the function of conventions and techniques for graphic storytelling as much as a change in formal context. Moreover, the discipline of the picturebook form demands greater economy, which can create more space for reader participation. However, neither distinct modes of reading nor differing degrees of constraint constitute grounds for definitive distinction between comics and picturebooks: instead, they offer alternative frameworks for the critical consideration of graphic narratives.
17
Palmer, Rebecca. "Understanding graphic narrative through the synthesis of comic and picturebooks." Thesis, Anglia Ruskin University, 2016. https://arro.anglia.ac.uk/id/eprint/701523/1/Palmer_2016.pdf.
Повний текст джерелаАнотація:
This study was undertaken to develop a better understanding of comics, picturebooks, and their relationship through progressive attempts to combine them in practice. The
study was motivated by an interest in hybrid forms as a site where narrative techniques
from different forms are put to alternative use in a new context. The research contributes
to current scholarly discussion of graphic narrative from a practitioner’s perspective.
Reflective practice offers unique potential as a method for critical study. Comparative
analysis of changes over time throws light on each form’s typical mechanisms for graphic
storytelling, and demonstrates their function in different contexts. Problems arising in
practice are catalysts for a process of dynamic, analogical theory-formation and -testing,
which often challenges or supplements existing knowledge, leading to a more nuanced
understanding of the forms with which practice engages.
Findings evolved, firstly, from the insight that conventions for graphic storytelling function
differently depending on the mode of reading and the formal context. Secondly, the
degree to which the practitioner is constrained by formal limitations was found to demand
a disciplined distillation of content that deliberately creates space for different kinds of
readerly engagement.
The study concluded that, due to their adaptation towards solitary reading, comics exert
greater control over their readers, whereas picturebooks tend to be more flexible in order
to accommodate different modes of reading. The way readers engage with a work impacts
on the function of conventions and techniques for graphic storytelling as much as a
change in formal context. Moreover, the discipline of the picturebook form demands
greater economy, which can create more space for reader participation. However, neither
distinct modes of reading nor differing degrees of constraint constitute grounds for
definitive distinction between comics and picturebooks: instead, they offer alternative
frameworks for the critical consideration of graphic narratives.
18
Ballentine, Brandon Clarke. "The Narrative Lens: Understanding Eudora Welty's Fiction through Her Photography." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2199.
Повний текст джерелаАнотація:
Eudora Welty's brief photographic career offers valuable insight into the development of her literary voice. She discovers many of the distinguishing characters of her fiction during the 1930s while traveling through Mississippi writing articles for the Works Progress Administration and taking pictures of the people and places she encountered. Analyzing the connections between her first collection of photographs, One Time, One Place: Mississippi during the Depression: A Snapshot Album, and her first collection of short stories, A Curtain of Green, and Other Stories, reveals the writer's sympathetic attitude towards her characters, the prominence of place in her fiction, and her use of time in the telling of a story.
19
Roberts, Scott. "The Narrative of Weather: Understanding the Impact of Photo-realistic Procedural Weather on Narrative in Virtual Reality." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/384792.
Повний текст джерелаАнотація:
By reflecting on existing mediums that have been created specifically to tell stories we can see that, at some point, viewers become comfortable with certain elements they like, and these elements are defined as the mainstream stereotype of the medium. Video games, books, cinema, theatre, and television have defined mainstream stereotypes based on the elements of those mediums that were successful and persisted. Throughout the development and growth of a medium, divergence occurs through exploration of new methods. New methods of delivering digital media require alternate theoretical frameworks to guide design. By exploring the intersection of cinematography, narratology and ludology it is possible to define new processes to deliver storytelling experiences in emerging mediums, specifically virtual reality.
This research explores the intrinsic design requirements of virtual interactive environments to enhance environmental presence and measure the impact of photo-realistic weather systems on virtual reality audiences. Real-time virtual environments have been demonstrated as exponentially progressing towards more aesthetic realism in an effort to emulate natural environments. It is believed the users’ perception of realism and immersion within the virtual space will have a direct effect on their ability to not only effortlessly transfer their consciousness but react and interact with the environment in a way that would be observed in natural behaviour. The objective is to generate physiological responses similar to natural behaviour by instilling a sense of awe in audience members when they perceive a virtual space.
To gain insight into the value of weather as an environmental storytelling tool, two experiments were undertaken. Each experiment analysed participants behaviour to photo-realistic weather systems in virtual environments through differing mediums. Experiment 1, known as the Console Experiment, analysed qualitative and quantitative user responses to variations of weather when experiencing the environments on a desktop computer. The experimental trial required participants to explore two virtual environments; clear weather and stormy weather. Whilst a statistically significant result demonstrated a preference for the dynamic weather system, participants reported poor levels of immersion and playability.
Experiment 2, known as the Virtual Reality Experiment, responded directly to the findings of the Console Experiment to generate high fidelity trial environments for use in virtual reality headsets. This experiment analysed behavioural responses to procedural weather variants in two separate virtual environments, collecting data through observational and interview processes. A small focus group of 10 participants was used to collect the data, with significant time being spent in the test environments. Results described reactions beyond those anticipated in the hypothesis of the research, with 8 participants audibly demonstrating a sense of awe, 9 participants describing sensations of feeling ‘cold’ and ‘warm’, 6 participants commenting on the potential of feeling wet, and 7 participants considering potential exploration pathways and storyline adjustments through soliloquy.
This thesis demonstrates significant potential of procedural weather systems’ impact on narratives in virtual reality. With recent discourse outlining the absence of high-fidelity virtual environments in immersive stories, this research concludes a definitive potential for environmental factors like weather to enhance narratives in virtual reality.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Queensland College of Art
Arts, Education and Law
Full Text
20
Li, Boyang. "Learning knowledge to support domain-independent narrative intelligence." Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53376.
Повний текст джерелаАнотація:
Narrative Intelligence is the ability to craft, tell, understand, and respond appropriately to narratives. It has been proposed as a vital component of machines aiming to understand human activities or to communicate effectively with humans. However, most existing systems purported to demonstrate Narrative Intelligence rely on manually authored knowledge structures that require extensive expert labor. These systems are constrained to operate in a few domains where knowledge has been provided.
This dissertation investigates the learning of knowledge structures to support Narrative Intelligence in any domain. I propose and build a system that, from an corpus of simple exemplar stories, learns complex knowledge structures that subsequently enable the creation, telling, and understanding of narratives. The knowledge representation balances the complexity of learning and the richness of narrative applications, so that we can (1) learn the knowledge robustly in the presence of noise, (2) generate a large variety of highly coherent stories, (3) tell them in recognizably different narration styles and (4) understand stories efficiently. The accuracy and effectiveness of the system have been verified by a series of user studies and computational experiments.
As a result, the system is able to demonstrate Narrative Intelligence in any domain where we can collect a small number of exemplar stories. This dissertation is the first step toward scaling computational narrative intelligence to meet the challenges of the real world.
21
Brzezinska, Magdalena. "Understanding ‘Illness’." Thesis, Uppsala University, Cultural Anthropology, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4466.
Повний текст джерелаАнотація:
This study describes and analyses understanding ‘illness’ among clients and
leaders of the spiritual tradition Candomblé in Rio de Janeiro. The study
focuses on the individuals’ narratives of illness and of healing rituals within
the cult. Particular attention is given to the consultation ritual called jogo de
búzios, which is one of the main practices of finding the reason for the illness
as well as its cure. The emphasis in this study is on the necessity to look at
medical pluralism, the socio-individual context of illness and narrativity as an
intersubjective practice. The conclusion is reached that illness within
Candomblé ideology can be understood as disequilibrium in a person’s
lifeworld.
The individual is approached from within the plurimedical context of
both biomedical and Candomblé healing tradition in Rio. Here it is argued that
the person creates meaning of the illness in relation to different aspects of his
lifeworld. The individual’s lifeworld includes the urban context of Rio de
Janeiro; therefore a brief discussion is developed about how this context
influences the individual meaning production of the illness. The Candomblé
house is described with its social structure and other elements that are
important for understanding how the cult might work for the clients as an
alternative and/or complementary medical treatment.
The study progressively introduces and analyses the lifestories of the
individuals that approach the Candomblé cult in order to seek treatment. It
also is concerned with stories of the Candomblé leaders and their view on the
phenomenology of the Body, the Self and the social milieu of the person.
Finally, the study emphasises the importance of studies that focus on the
individual’s interpretation of the relations between the Self and the Body, and
the individual’s understanding of medical knowledge and practice.
22
Tammewar, Aniruddha Uttam. "Deep Emotion Analysis of Personal Narratives." Doctoral thesis, Università degli studi di Trento, 2023. https://hdl.handle.net/11572/364051.
Повний текст джерелаАнотація:
The automatic analysis of emotions is a well-established area in the natural language processing ( NLP ) research field. It has shown valuable and relevant applications in a wide array of domains such as health and well-being, empathetic conversational agents, author profiling, consumer analysis, and security. Most emotion analysis research till now has focused on sources such as news documents and product reviews. In these cases, the NLP task is the classification into predefined closed-set emotion categories (e.g. happy, sad), or alternatively labels (positive, negative). A deep and fine-grained emotion analysis would require explanations of the trigger events that may have led to a user state. This type of analysis is still in its infancy. In this work, we introduce the concept of Emotion Carriers (EC) as the speech or text segments that may include persons, objects, events, or actions that manifest and explain the emotions felt by the narrator during the recollection. In order to investigate this emotion concept, we analyze Personal Narratives (PN) - recollection of events, facts, or thoughts from one’s own experience, - which are rich in emotional information and are less explored in emotion analysis research. PNs are widely used in psychotherapy and thus also in mental well-being applications. The use of PNs in psychotherapy is rooted in the association between mood and recollection of episodic memories. We find that ECs capture implicit emotion information through entities and events whereas the valence prediction relies on explicit emotion words such as happy, cried, and angry. The cues for identifying the ECs and their valence are different and complementary. We propose fine-grained emotion analysis using valence and ECs. We collect and annotate spoken and written PNs, propose text-based and speech-based annotation schemes for valence and EC from PNs, conduct annotation experiments, and train systems for the automatic identification of ECs and their valence.
23
Scarfe, Sarah Victoria. "Understanding the psychosocial impact of exercising with epilepsy : a narrative analysis." Thesis, University of Roehampton, 2014. https://pure.roehampton.ac.uk/portal/en/studentthesis/understanding-the-psychosocial-impact-of-exercising-with-epilepsy(cee1b286-1c05-4cbe-8cfb-470445240164).html.
Повний текст джерелаАнотація:
In recent years, the experiences of sportspeople living with a chronic illness/disorder have seen an emergence within the narrative literature (Smith, 1999; Carless & Sparkes, 2008; Stone, 2009). However, epilepsy has been noticeably absent. As epilepsy and exercise research is mostly quantitative and medico-scientific in nature (Arida, Guimares de Alameida, Cavalheiro, & Scorza, 2013; Dubow & Kelly, 2003; Nakken, 1999; Wong & Wirrell, 2006), there is no qualitative research to show the experiences of sportspeople exercising with epilepsy. Although exercise has shown to be beneficial for most people with epilepsy (Arida, Scorza, & Cavalheiro, 2010; Eriksen, Ellertsen, & Hestad, 2002; Nakken, 1999), research reveals that people with epilepsy often refrain from exercise (Ablah et al., 2009; Nakken, 1999; Sirven, 2009). Furthermore, exercise-induced seizures (EIS) provide a frustration as well as an incentive to refrain from physical activity (Nakken, 1999; Sturm, Berkovic & Reutens, 2002). Therefore, the aim of this research was to provide a glimpse into the narrative experience(s) of a sportsperson/people with epilepsy (SWE) over the course of one year. Using four semi-structured interviews with four participants, differences in experience over time as well as across athletic identity, sport type, and seizure type and frequency were represented. A holistic-content approach and structural analysis were used to analyse the narratives (Carless & Sparkes, 2008; Frank, 1995; Lieblich, Tuval-Mashiach, & Zilber, 1998). Results have shown the importance of time in the narrative construction of the SWE. Presenting a new narrative type, vicious cycle, these narratives also portrayed similar findings as was shown in Lieblich et al. (1998) (e.g., the steady, progressive, and trial and error narrative). The participants expressed a sense of freedom, body control, and mental clarity linked to exercise. These positive benefits encouraged the participants to continue even if hampered by uncontrolled seizures. Furthermore, outside variables (e.g., time, seizure frequency and type, social support, stigma, and athletic identity) have shown to have an affect on the thoughts/ actions of SWE in regards to exercise. Through this research, SWE will have a voice within research. Through this research, the SWE’s story will be told. In turn, it is desired that this new insight leads practitioners to develop and implement more effective ways for SWE to cope with the transition of diagnosis.
24
Naz, Noreen. "British South Asians who hear voices : a narrative analysis of understanding." Thesis, University of Leicester, 2015. http://hdl.handle.net/2381/33552.
Повний текст джерелаАнотація:
Part One: Literature Review: Introduction: The systematic literature review explored the conceptual models used by South Asian women in making sense of their experiences of depression. Method: A systematic search of five databases generated a total of ten qualitative papers to be included in this review. Results: A total of four themes emerged in explaining beliefs about depression. These were; a) Inter-Generational Identity and Conflict, b) Marital Abuse and Adjustment, c) Somatisation and Medical Treatment and d) Distress as Part of Gods Plan. Many of the themes were shared by South Asian women living in South Asia and those living in the West. Discussion: There is evidence to suggest that South Asian women are not averse to receiving support from mental health services but Western models of mental health are not inclusive of cultural factors resulting in isolation of these women from receiving appropriate and timely support for depression. Part Two: Research Report: Introduction: The aim of the current study was to explore the types of narratives held by South Asian individuals who hear voices. Method: A qualitative approach was adopted for this study. Seven South Asian participants who actively heard voices were interviewed. These were audio recorded, transcribed and analysed using Narrative Analysis with a particular focus on Frank’s narrative typologies. Results: Results demonstrated that individuals held a range of narratives in understanding their experiences of hearing voices. These included elements of Restitution, Chaos and Quest. Cultural stories enabled effective meaning making and created more opportunities for collaborative interventions inclusive of religious and spiritual strategies. The absence of cultural dimensions in stories increased conflict between mental health services and South Asian individuals. Discussion: Supporting individuals to explore cultural stories and facilitating these to be incorporated into existing biomedical frameworks is more likely to result in individuals moving towards restitution in their experiences of hearing voices. Part Three: Critical Appraisal: This chapter described the reflexive account of the researcher throughout the research project.
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Wiese, Annjeanette. "Narrative understanding: The staging of form and theory in contemporary fiction." Connect to online resource, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3303856.
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Metzger, Willard. "Reshaping an understanding of sixteenth century Anabaptism recovering a lost narrative /." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
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Srikanth, Preethi. "Object to Experience: Understanding Perception to Create Events." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277134998.
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Rall, Ronald D. "The effectiveness of illustrations in preaching understanding and retaining biblical truths /." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p020-0249.
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Tallyn, Ella. "Applying narrative theory to the design of digital interactive narratives with the aim of understanding and enhancing participant engagement." Thesis, University of the West of England, Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327430.
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Gale, Laura. "Understanding community coaches' experiences of everyday coaching practice : a narrative-biographical study." Thesis, University of Hull, 2013. http://hydra.hull.ac.uk/resources/hull:10424.
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Mosher, Kathryn Teresa. "A Narrative Inquiry of Parent Understanding of School Culture: One School's Story." Thesis, Virginia Tech, 2004. http://hdl.handle.net/10919/42366.
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The purpose of this study was to conduct a qualitative inquiry into how parents at the Virginia Tech Child Development Laboratory School in Blacksburg, VA define and attempt to understand their school culture. This study was guided by the following points of inquiry: 1) to understand the ways the parents articulate their conceptualization of the lab school culture, 2) to examine how parents negotiate change in the school, 3) to identify any social, political, and/or historical factors that caused this transformation, and 4) to inform best practice in the school. Participant observation, interviews, a reflective journal, and thematic analysis were used to gain a deeper understanding of this topic. Particular attention focused on social, political, and historical factors that influenced parent understanding of the school culture. Analysis of the interviews conducted with 11 parents who currently have children enrolled in the school and entries from my personal research journal reveal the need for dialogue and careful listening of parents thoughts, beliefs, values, and goals related to the lab school in order to achieve a sense of shared understanding (Bruner, 1990) and intersubjectivity (Vygotsky, 1978) around this notion of our school culture. Suggestions for building a shared culture for learning and teaching involving all the protagonists-- children, parents, teachers, staff -- are discussed. Implications for future research on understanding school cultures are presented for consideration.Master of Science
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Marita, Samantha. "Understanding the Educational Experiences of Individuals with Learning Disabilities: A Narrative Perspective." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522320041872335.
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Fitzsimons, Mary Claire. "Irish nursing students' experiences and understanding of reflective practice : a narrative inquiry." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/10706/.
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This thesis examines nursing students’ experiences and understanding of reflective practice in the Republic of Ireland. The aim of the study was to provide nurse educators with a deeper insight about reflection from a nursing student’s perspective, with the intention of integrating reflective practice into undergraduate nursing education more effectively. A narrative approach was employed using a convenience sample of eight newly graduated general nurses who had completed the nursing undergraduate four-year Bachelor of Science education programme in a Higher Education Institute in the West of Ireland. A narrative approach had not previously been employed to explore this phenomenon within an Irish context heretofore and therefore contributes to the body of knowledge on reflective practice in nursing. Schön’s methodological framework (1983) of reflective practice was employed for the study. Four themes emerged from the narratives: looking back at practice, seeking support, getting through, and ward reality: tensions and conflict. The data revealed that participants had a positive view of reflective practice and understood reflection to mean looking back at an occurrence to inform future practice. Students also identified models of reflective practice as beneficial in providing guidance to students for reflection. Schön’s reflection-on-action was apparent within the participants’ narratives. However, reflection-in-action was not as evident. Nonetheless participants may have engaged in this process in year four without acknowledging it. The findings indicate that participants positively regarded reflective practice as a method of learning within nurse education. Findings identified that support mechanisms had diverse levels of satisfaction. Clinical Placement Coordinators (CPCs) were considered by the participants as essential for reflective practice. Collegial support was also identified as effective. To a lesser extent the lecturing staff were acknowledged for the classroom teaching of reflective practice and for structured protected reflective time in year four of the programme but were not identified as helpful to the students while on clinical placement. Preceptors were not viewed as a significant source of support by the participants. The findings demonstrated significant variations concerning the facilitation of protected reflective time (PRT) during clinical placements which had previously not been explored within an Irish context. The study also found that the ward culture strongly influenced the facilitation of this time. The more experienced the participant became the less likely it was that PRT was offered. Furthermore, the narratives revealed conflict and confusion among qualified staff nurses about reflective practice which were motivated by power struggles between staff nurses and management. This was compounded by a perceived general lack of knowledge or understanding and value of reflective practice among nursing staff.
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Dias, Neto David M. "Listening to elaboration in psychotherapy : the understanding of assimilation using narrative indices." Thesis, University of Sheffield, 2011. http://etheses.whiterose.ac.uk/2115/.
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How do clients elaborate throughout therapy? This was the question that broadly framed this research and situated it in the field of psychotherapy process research. The process chosen was assimilation which was conceived as a global process of change focused on the client. To study this process, this research used narrative indices which are elements of the narrative that are considered to represent particular processes. The use of indices depends on the understanding of language not as a rigid signal system to denote psychological concepts; but as an interactional process of communication in which narrative processes are represented. This research was divided into two studies. The first study sough to develop the system of indices based on a qualitative analysis and then adjust it to meet the reliability standards with respect to consistency and interrater reliability. To this end, 30 single sessions of adult clients with depression were recorded and analysed. After the system of indices had been developed it was analysed and contrasted with an existing coding system. Study I resulted in a system of indices grouped into five dimensions – external distress, pain, noticing, decentring and action – which showed acceptable interrater reliability, internal consistency and convergent validity. The second study was a longitudinal application of the system of indices. The goal was to contrast the cases with regard to their success status as defined by the pre-post variation of the depression level. Nine psychotherapies were recorded and analysed. Of these nine cases, only three showed a non-straightforward relation between the success status and the dimensions. The in-depth analysis of these three cases showed the usefulness of using the system of indices to understand the complexity of the psychotherapy and the non-linear relationship between psychotherapy and symptom change. The results suggest the importance of the indices in understanding assimilation and are discussed with emphasis on the practical implications that can be derived.
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Torn, Alison. "Madness and narrative understanding : a comparison of two female firsthand narratives of madness in the pre and post enlightenment periods." Thesis, University of Bradford, 2009. http://hdl.handle.net/10454/3352.
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This study uses a narrative analytic approach to explore the similarities and differences between pre-Enlightenment and post-Enlightenment firsthand accounts of madness in order to answer the question; what is the relationship between madness, narrative, understanding, identity and recovery? Drawing on the work of Foucault, the research traces the historical and cultural development of conceptualisations of reason and unreason, the rise of psychiatry and the marginalisation of the voice of madness. I argue that this marginalisation is continued in narrative research where the focus is on the stories of the physically ill, rather than madness. The narrative method provides a means of giving space to these marginalised voices and it is Bakhtin's constructs of dialogicism, polyphony, unfinalizability and the chronotope that provide the tools for the narrative analysis of two female English writers; Margery Kempe and Mary Barnes. The analysis highlights three critical issues in relation to firsthand narratives of madness. First, the blurred boundaries between madness and mysticism and the role of metaphor in understanding distressing experiences. Second, the complex, multi-dimensional nature of subjective timespace that challenges the linear assumptions underlying both narrative and recovery, which, I argue, demands a radical reconceptualisation of both constructs. Third, the liminal social positioning within the analysed accounts is closely related to Bakhtin's notion of unfinalizability, a form of being that enables the search for meaning and the transformation of the self. Insights can be gained from this research that may place stories and understanding central in contemporary healthcare.
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Taylor-Giles, Leanne C. "Toward a deeper understanding of branching dialogue systems." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/72837/5/Leanne_Taylor_Thesis.pdf.
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This practice-based exegesis examines the field of writing interactive branching dialogues within video games from the perspective of a professional game writer. Leanne analyses both existing critically-acclaimed titles and her own personal works to create a taxonomy for critique that expands upon the current understanding of games as a literary medium. The final project of the exegesis purposely applies the elements of her new taxonomy in an ineffective manner, making explicit the outcomes and pitfalls of writing multi-layered, tiered dialogues and how tacit assumptions made during the writing process can negatively impact player agency.
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De, La Lama Luis. "Creating a Mythopoeic Graphic Novel To Expand Self-Understanding." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5622.
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This is a study about how I produced a graphic novel to introduce a model of the self that is informed by complexity theory to an audience of comic book and graphic novel enthusiasts. Because this model of the self has the potential to preserve, extend, and/or reinforce character strengths that are operationalized as virtuous behavior, and that also function as inner resources in times of adversity, my study explores storytelling by sequential art as a communication method that some counselors and educators might use to counsel and educate large segments of popular culture. Also, more generally, I explore the possibility that productions combining entertainment and preventive information might have commercial value on their own and also improve wellbeing and increase embodied social capital without the need of traditional institutional funding.
Under the theoretical frameworks of Complexity Theory and Poetic Logic, I combined Active Imagination, Narrative, Writing, Poetic, and Arts-based methods of inquiry, to research the literary and artistic forms by which I could create a compelling mythopoeic story to indirectly educate about the potential of the self. The results of this investigation show that the production of an instrument aiming at these goals can be completed, however, future studies are needed to assess the effectiveness of this production as a prevention tool and as a commercially viable product in the entertainment marketplace. While the results of this investigation are not generalizable, they may inspire other counselors and educators to communicate with larger audiences their expert knowledge of human nature as a form of preventive public counseling.
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Beltrami, Marzia. "The spatial dimension of narrative understanding : exploring plot types in the narratives of Alessandro Baricco, Andrea Camilleri and Italo Calvino." Thesis, Durham University, 2017. http://etheses.dur.ac.uk/12247/.
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The thesis explores the hypothesis that some plots might rely on spatiality as an organising principle that impacts on the narrative structure and, consequently, on the strategies adopted by readers to understand them. In order to lay the grounding for a spatially-oriented approach to narrative understanding, this study pursues both a theoretical line of inquiry and an applied line of inquiry in literary criticism. A cognitive stance on the nature of thought as non-propositional (Johnson-Laird 1983) and of the mind as embodied (Lakoff and Johnson 1999; Varela et al. 1993) provides the theoretical point of departure for the subsequent identification of a range of principles and frameworks that can be implemented to support a spatially-oriented interpretation according to the specificities of narratives. The three case studies provided by Alessandro Baricco’s City, Andrea Camilleri’s Montalbano crime series, and Italo Calvino’s Se una notte d’inverno un viaggiatore illustrate how a spatially-oriented perspective can add new interpretive angles and an unprecedented insight into the ways narratives achieve a coherent structure. At the same time, the case studies serve to extrapolate a set of features that constitute the preliminary criteria for assessing whether it would be fruitful to apply a spatially-oriented approach to a specific narrative. Baricco’s, Camilleri’s and Calvino’s works represent three plot types in which spatiality impinges in three different ways on the narrative, which, as I will show, can be epitomised by the image schemata of map, trajectory, and fractal. Far from simply referring to objects which plot is compared to, these images indicate procedural techniques and strategies of sense-making that a certain type of narrative is designed to prompt in the reader through textual cues. The study, in fact, builds on and advances a notion of plot to be analysed as a process rather than a given structure, something that readers understand as they read, and not retrospectively only.
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Grigsby, Jamie L. "What's the Story? Understanding the Experiences and Consequences of Consuming Stories." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1498738685600326.
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Wardak, Thomas. "Author functions, auteur fictions : understanding authorship in conglomerate Hollywood commerce, culture, and narrative." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18293/.
Повний текст джерелаАнотація:
In 1990, Timothy Corrigan identified a rising trend in Hollywood film marketing wherein the director, or auteur, had become commercially galvanised as a brand icon. This thesis updates Corrigan’s treatise on the ‘commerce of auteurism’ to a specific 2017 perspective in order to dismantle the discursive mechanisms by which commodified author-brands create meaning and value in Conglomerate Hollywood’s promotional superstructure. By adopting a tripartite theoretical/industrial/textual analytical framework distinct from the humanistic and subjectivist excesses of traditional auteurism, by which conceptions of film authorship have typically been circumscribed, this thesis seeks to answer the oft-neglected question how does authorship work as it relates to the contemporary blockbuster narrative. Naturally, this necessitates a corresponding understanding of how texts work, which leads to the construction of a spectator-centric cognitive narratorial heuristic that conceptualises ‘the author’ as a hermeneutic code which may be activated when presented with sufficient ‘authorial’ signals. Of course, authorial signals do not only emanate from films but also promotional paratexts such as posters, trailers, production diaries, and home-video special features like the commentary and behind-the-scenes documentary. These paratexts—by no means arbitrary or ancillary—are instrumental in constructing pre-textual expectations and, correspondingly, textual meaning and value. Through the exploitation of Romantic and auteurist maxims art demands an artist and the director is the film artist, the commercial projection of branded authorship sanctifies the product as unique and distinguished, rendering it irresistibly attractive to a consumer irrespective of its actual value; the bet-hedging branded author functions as an a priori guarantor of quality, which is especially important for a post-recession horizontally-integrated entertainment empire for which a film can still be a failure even if it makes dozens of millions of dollars. This thesis investigates the effect and affect of commercial brand-authorship with regards to J.J. Abrams’ authorship of Star Wars: The Force Awakens—how it manifested through a variety of media; how these media were tailored to pander to the fandom; and how online audiences responded to interviews, video-blogs, and SFX reels in order to construct their own utopian presumptive visions of the film. Yet the fetishised auteur-brand carries little interpretive weight and a sole focus on paratexts tells us even less about the textuality of contemporary authorship. Concordantly, this thesis concludes with an extensive authorial reading of Interstellar, The Hobbit trilogy, and the Marvel Cinematic Universe with an eye to how they each use their ‘authors’—and for what ends. This, in turn, leads to an expansion of Gérard Genette’s hypotheses on transtextuality and the discovery of auto-centric transtextual sub-categories: autotextuality (Interstellar), intratextuality (The Hobbit), and unitextuality (Marvel). Unlike an ahistorical auteurism that myopically valorises directorial style for its own sake, this thesis finds that there are numerous ‘types’ of authorship and that ‘Nolan’, ‘Jackson’, and Marvel’s authoriality cannot be understood without a corresponding appreciation of their industrial burdens and commercial imperatives. Constituting a dialectic on ‘authorship’ versus ‘auteurism’, Author Functions, Auteur Fictions engages with a commercialised auteurism that has evolved far beyond Corrigan’s model into a much more endemic and integral socio-economic system: the author-industrial complex.
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Barron-Wearsch, Michelle Lynn. "Understanding the Lived Experiences of Sexual Assault Survivors: A Narrative Study of Posttraumatic Growth." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1598358659199425.
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Liu, Yi. "Case Study of Perception with Motion Graphic Music Video: The Relationship between Narrative & Representation." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1407410136.
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Lussier-Ley, Chantale. "Towards an Enhanced Understanding of Dance Education and the Creative Experience." Thesis, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/30354.
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The purpose of this study was to understand the significance of emotions and the body in the lived creative experience in dance. Using a phenomenological approach, I was interested in gaining a deepened understanding of the creative experiences of members of Canada’s contemporary dance community. Currently, dance is taught in multiple contexts of education including K-12 arts education and physical education, recreational studios, university settings such as in faculties of education, kinesiology, and fine arts, and in conservatory-style pre-professional training programs. As a result, there appears to be little evidence of a holistic pedagogical approach. Coming from a predominantly ballet-oriented dance training background, I wanted to learn what it’s like to create dance; specifically how contemporary dancers use their bodies and emotions as part of their creative process.
I had the pleasure of being an invited guest, writer, speaker, and researcher at the 2008 Canada Dance Festival (CDF), a biennial dance festival that takes place in Ottawa, Ontario, Canada. Results shed light on rarely discussed facets of the creative experience in dance. This study explores the way dancers optimally want to feel, how they prepare to feel the way they want to feel, what obstacles they encounter, and what strategies allow them to revisit their optimal feel within their creative experience in dance. Doing so, the role of the body and the emotions in dance are better understood. A description of the 2008 Canada Dance Festival as a transactional space also surfaced. There, the CDF is understood as a place where the art of dance’s perceived meaning and values are discussed, and ultimately negotiated. Finally, results also contributed to an enriched understanding of artistic identity in dance as an ongoing process of becoming. With an enhanced pedagogical understanding of dance education, a final discussion unearths implications of this work and shines a spotlight on future research in dance scholarship.
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Costello, Lincoln John James. "Retells and Remakes: Understanding How Horror Urban Legends Change Over Time." Thesis, Virginia Tech, 2021. http://hdl.handle.net/10919/104860.
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This study seeks to understand how horror urban legends undergo changes over time and the possible reasons for their alterations. Past researchers have yet to analyze the shifts that have occurred within the retellings of these dark tales, and through this analysis, light will be shed onto what truly affects the media's storytelling behavior. Building upon meme theory, this study will use narrative and historical context analyses to uncover the objectives, narrative elements and temporal environments surrounding 10 replications of three horror urban legend memes over the past century. This research will uncover how these memes have mutated over time and inform the world as to how context plays a role.
A total of 30 horror urban legend artifacts (10 per meme) were analyzed using qualitative research methods in order to uncover the similarities and differences that appeared in the replications of each of the memes. Also, the contemporary thoughts, attitudes and values of the various time periods in which each of the retellings existed were analyzed to understand how historical events and movements may have led to a change in the story. The findings revealed that social movements played a large role in the alteration of horror urban legend memes, particularly in regards to the second wave of Feminism. Additionally, the findings showed that memes that heavily portrayed racism were altered in more recent decades to include leading actors and characters of various ethnic backgrounds. Because of these findings, this research aligns with and expands upon the work completed by Joel Best and Gerald Horiuchi (1985).Master of Arts
This study looks at how three icon horror urban legends have changed over the past century. Specifically, this study analyzes "Bloody Mary," "Sleepy Hollow" and the "Wendigo" in order to track the changes each tale has gone through, in addition to uncovering what might influence their change. Researchers have yet to understand this occurrence, and this study will serve as a way to answer why the media would be interested in revisiting and reviving older stories. Remakes of movies and TV shows are found in abundance within society, so this research will help assign a reason as to why ancient tales are dug back up from the grave. Using meme theory, this study examines how a story is able to be retold, remade and eventually changed by analyzing 10 remakes per urban legend, with each remake coming from a different decade between the 1920s and the 2010s. The findings reveal that history plays a role in the remaking and altering of previous tales, mainly due to the older versions of horror urban legends no longer being relevant or culturally appropriate. Occasionally, the older adaptation of a story will have material or revolve around a subject matter that is no longer acceptable within a more modern society, such as women being shown only as a damsel in distress. Because of this, in order for the story to not be forgotten, it must be remade and altered to align with where the world is today.
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Voorhees, Chelsea Celeste. "The Ability of Children with Language Impairment to Understand Emotion Conveyed by Prosody in a Narrative Passage." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2728.pdf.
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Clarke, Sherice Nicole. "Adult migrants and English language learning in museums : understanding the impact on social inclusion." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8866.
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This doctoral study explores the museum as site and resource for language learning by adult migrants, refugees and asylum seekers. English for Speakers of Other Languages (ESOL) provision has emerged over the past decade in museums across the UK and elsewhere within an increasing emphasis on informal adult learning programs. While there has been extensive research on second language acquisition, museum learning and social inclusion separately, there have been few studies that have investigated language learning in the context of museums, and even fewer studies that have sought to understand the benefits of language learning in museums for this target group of learners and how it might relate to the concept of inclusion. The study is centred around an ethnography that addresses these gaps in the literature and which examined three primary questions: (a) what are the target learners’ experiences of social inclusion and exclusion post-migration, and its interface with their English language abilities? (b) what are learners’ perceptions of the impact of participating in ESOL in museums in terms of exclusion and inclusion?, and (c) what occurs in interaction during ESOL in museums? In collaboration with City of Edinburgh Council Museums and Galleries Service, a cohort of 14 adult ESOL learners were studied over a 5-month ESOL course held in the City’s Museums and Galleries. In-depth time-series interviews were conducted with participants over the 5-month period. Narrative analysis (Labov & Waletzky, 1967; Riessman, 1993) of interviews examined narrative trajectories within case and across cases, mapping experiences post migration, in and beyond museums. In order to investigate the affordances of dialogue in museums, conversational interaction was observed and recorded during the 11 weekly museum visits. Conversation analysis (Leinhardt & Knutson, 2004; Markee, 2000) examined what occurred in talk, focusing on interaction between interlocutors, its function and content. Drawing on a social theory that conceptualizes language as symbolic power (Bourdieu, 1977, 1989, 1991) and identities as constructed and reflexive (Block, 2007b; Giddens, 1991; Norton, 2000), analysis indicates that the experience of migration provoked deficit conceptions of self as participants negotiated their new social milieu through English language. Access to opportunities to engage in English are mediated both by institutional forces, e.g. social space afforded in institutional contexts, and perceptions of self. Analysis of dialogue in museums shows participants positioning themselves and being positioned as ‘knowers’, where primacy was given to collaborative meaning making about museum displays, objects and artefacts in conversational interaction. Analyses of interviews indicate shifts in identity trajectories from deficit to competent views of self through participation in ESOL in museums. These findings suggest a cumulative effect of micro-interactions on identities constructed in dialogue and point to the critical role which learning in museums and other informal environments can have in terms of providing social space within which to engage in positive dialogue that both challenges isolation and exclusion and helps foster increasing confidence and competence in the target language alongside feelings of inclusion for the majority of participants in the research.
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Hanova, Selbi. "Understanding Central Asian cooperation through state narratives : cases of Kyrgyzstan and Turkmenistan." Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/11096.
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This thesis examines the influence of state identity narratives on regional cooperation frameworks in Central Asia. It applies the perspectives of ontological security theory to the self-articulation of state identities of Kyrgyzstan and Turkmenistan to decipher socialization mechanisms in each of the cases. Consequently, it traces the routinization of the state narratives of Kyrgyzstan and Turkmenistan toward the region and regional organizations. Ontological security theory argues that, in addition to physical security, states seek ideational security, security of identity and security of being. Using a grounded theory approach to study the formation of the state narratives of Kyrgyzstan and of Turkmenistan and utilizing official and media sources and interviews conducted during fieldwork, the thesis analyzes the process of routinization of state identity narratives, showcasing the narrators, the narratives and the processes of self-articulation. The key process that is traced is the routinization of the state narratives, i.e. the sequence of repeated actions (inter-textualized through speech acts and textual references) that transform the self-articulated stories of the states into the realm of the habitual. This process of routinization is then analyzed within the regional context, examining how these routinized narratives influence inter-state cooperation in Central Asia. As such, the thesis contributes to two main bodies of literature: the growing literature on the ideational aspects of regional cooperation in Central Asia; and existing research on the role of state identification practices in the foreign policies of Central Asian states.
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Littlejohn, Murray Edward. "The narrative unity of St. Augustine's "Confessions": Augustine's journey to wisdom through faith and understanding." Thesis, University of Ottawa (Canada), 1991. http://hdl.handle.net/10393/7737.
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Waters, Anna Jeddeloh. "Understanding Pervasive Language Impairment in Young Children| Exploring Patterns in Narrative Language and Functional Communication." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3567914.
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Research has identified language impairment as a pervasive disability (Bishop & Edmundson, 1987; Greenhalgh & Strong, 2001). Classroom communication behaviors have a role in the maintenance of special education eligibility and functional communication difficulties for young children with language impairment. This paper reviews the theoretical and experimental literature on narrative skills and language impairment as well as empirical support for understanding language delays as part of a group of risk factors that affect child development. The present study describes patterns in the communication skills of a small group of young children with a predetermined diagnosis of language impairment using a case and field mixed methods research design. The study contributes to our conceptual understanding of the pervasive nature of language impairment by focusing on patterns in oral narrative skills and their relationship to communication at school, at home, and in the community. Study results differentiate participants by the severity of utterance formulation difficulties as well as social communication differences and emotional health symptoms to identify patterns.
This study was unique in that information from classroom teachers and parents in addition to an analysis of multiple language samples created a thick description of patterns across participants. Discussion elaborates upon patterns in the data and implications for assessment and practice implications for school based services from a speech-language pathologist.
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Yang, Weijia, and 楊維嘉. "Understanding scholarship of teaching and learning : a narrative inquiry into a community of university teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/211123.
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This thesis inquires narratively into the practice of scholarship of teaching and learning (SoTL) and teachers’ personal practical knowing process in a self-initiated community of university teachers in China. Following a conception by Boyer (1990) that research should be incorporated into teaching as the scholarship of teaching and learning (SoTL), Huber & Hutchings (2005) theorize SoTL in a four-core-practice framework of a linear process of individual expression for research and publication. However, not much attention has been given to the important dynamics of collaborative learning. Adopting a social theory of learning and Wenger’s “communities of practice” (1998, 2002), this thesis extends the framework by Huber & Hutchings to investigate the integrated form of individual and collaborative SoTL practice. “Personal practical knowledge” by Connelly, Clandinin & He (1997) is considered in the light of Palmer’s “community of truth” (1998), which is aimed at developing an integrated perspective for understanding teachers’ evolving personal practical knowledge in the SoTL community.
This study involves four university academics who are ready to cultivate a SoTL community. They become learning associates for one another, as they went beyond merely sharing concerns and practices about teaching to reach collaborative inquiry into their perceived problems. In response to new circumstances, the SoTL community evolves from an initial grouping of four to increased membership in the formal structure of the system.
Narrative inquiry is adopted as the basis for research methodology. Data are collected via ethnographic observation of community meetings, writing correspondence and documentation. The study is naturalistic, collaborative and developmental by nature, enacted within Clandinin & Connelly’s narrative inquiry space along three dimensions (2000). The richness of the narrative experiences and the salient details of the community learning are organized into four narrative profiles, and each carries consistently three progressive steps, followed by the summary of narrative analysis, and concluded with an overview.
From teachers’ lived experience in the SoTL community, the adapted framework by Huber & Hutchings is validated, showing that (1) inquiry evidence is multiplied through sharing dynamics; (2) teaching problems are re-defined from diverse resources through collaborative inquiry; (3) changes in teaching as a SoTL initiative are experimented; and (4) learning relationship is woven for further development in the community of inquiry. The study extends understanding of “personal practical knowledge” (Connelly, Clandinin, & He 1997) from moral and intellectual dimensions to shed light on the development of teachers’ personal practical knowledge in the SoTL community. Morally engaged, teachers not only fasten their commitment to teaching improvement, but also become aware of ethical dilemmas with readiness to tackle them. On a moral ground, teachers are empowered to make intellectual progress. They are capable of cultivating an authentic, critical, moral self to withstand the external pressure. They acquire growing competence to address the complexities of teaching and learning, from which to harvest context-specific knowledge. In conclusion, the study presents an alternative paradigm of SoTL for teachers to strengthen their capacity and learn together for professional development.published_or_final_version
Education
Doctoral
Doctor of Philosophy