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1
Navarro, Leticia. "An emotional journey through Mexican films." Thesis, Stockholm University, Department of Cinema Studies, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7033.
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One of the characteristics of film viewing since the beginning is the reaction film causes in the audience. This emotional reaction puzzles me. The aim of this study is to discover how film conveys emotions to the viewer and how these emotions are triggered. Film viewing has an emotional response often expressed by the viewer whether the film was good or not. What is it that makes it so appealing to our emotions?
In order to find an answer I have looked through the theories of Greg M. Smith, Annette Kuhn, Allan Casebier and Colin McGinn, among others, to unveil how this emotions emerge. These theories approach the emotions in different ways giving a wider view of how emotions emerge during the film viewing. Personally, I am emotionally attracted to black and white Mexican films from the 40’s and 50’s and based the analysis on some of this films.
After analysing Mexican films from the 40’s and 50’s I have come to the conclusion that the emotional reaction can be analysed by filmic tools such as the mood-cue system or the reading of thresholds and boarders, among others. The sum of visual, aural, narrative, movement among other elements together trigger emotions expressed depending of one’s own beliefs. Films have developed a wide range of ways to cue the viewer to a certain response and enhance determined emotions. The emotional response is however strongly linked to the individual background of the viewer and its beliefs. This makes a general reading not always easy to predict.
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Ng, May Ling. "An emotional journey : from sensory attributes to packaging and back again!" Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/27976/.
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With the rapid proliferation of new products into the marketplace, understanding emotional responses may offer a differential advantage beyond traditional hedonic measures. Thomson et al. (2010) argued that consumers also associate other functional connotations (e.g. refreshing) and abstract feelings (e.g. sophisticated) to a product, referring to these associations (emotional, abstract and functional) as 'conceptualisations'. The aim of this project was to investigate the effect of the sensory attributes and packaging cues of commercial blackcurrant squashes on consumers' liking and conceptualisations. Initially, the sensory attributes of the squashes were characterised using a sequential approach of quantitative descriptive analysis (QDA) and temporal dominance of sensations (TDS). Using QDA and TDS in tandem was revealed to be more beneficial than each on its own, providing a fuller sensory profile. Next, emotional response and liking within the squash category was measured using the EsSense Profile TM, in which consumers rated a predefined emotion lexicon (n=100) under three conditions: (1) blind, (2) pack and (3) informed (product and packaging). The project also measured how emotional, abstract and functional responses changed across blind, pack and informed conditions. A conceptual lexicon was defined by consumers (n=29), after which a different group of subjects (n=100) rated the squashes using the lexicon and a check-all-that-apply (CATA) approach (CD-CATA). The findings of both EsSense Profile and CD-CATA experiments revealed that intrinsic sensory attributes had more association with emotions and liking, than the packaging. Interestingly, the CD-CATA experiment suggested that extrinsic packaging cues had more association with abstract/functional conceptual responses. The relationship between liking and emotional responses to debranded squash (sensory attributes) was investigated comparing EsSense Profile and CD-CATA approaches. Both approaches yielded emotional data that clearly discriminated across the products more effectively than the hedonic scores. In addition, both approaches produced similar emotional spaces and product configurations. A two dimensional structure (pleasantness vs. engagement/activation) corresponding to published circumplex emotion models was observed in each method. The final phase of the PhD was to determine the relationship between sensory attributes of the squashes (as measured by QDA and TDS) and consumer responses (EsSense Profile and CD-CATA approaches). Sensory attributes in squashes that were found to drive liking and positive conceptual responses in consumers were 'natural processed blackcurrant' and 'natural sweetness'. The study also shows how some temporally dominant sensory attributes (e.g. 'minty') evoked positive conceptual responses in consumers. Throughout the thesis, recommendations regarding practical implications for emotion measurement and general ideas for future research are discussed.
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Cooper, Julie. "Discovering and engaging with the emotional context of action research : a personal journey." Thesis, City University London, 2012. http://openaccess.city.ac.uk/1253/.
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This thesis consists of five elements which, when taken together, articulate the journey of personal and professional development I have undertaken as an action researcher, and convey the emotional context of this type of work. The foundation for my development journey was the undertaking of a three year action research study which aimed to improve the care for older people on two rehabilitation wards in an acute NHS trust. Analysis of findings provided theoretical explanations of what helped and hindered staff from engaging in practice change,with the report presenting a neat and straightforward process of investigation. My experience of undertaking the study was, however, far from the neat and straightforward process articulated, with it being a complex, difficult and painful undertaking which had a personal impact on me. The thesis progresses from the research report to explore and critically reflect on my personal experience of undertaking the action research study, and engages with the experience of other action researchers through a secondary analysis of the literature. Through this work the emotional context of action research is highlighted for all those involved in the process. It is argued that attention to emotions throughout the action research process is essential for both participants and researchers to ensure that the care and support required to manage them can be provided, and to enable such emotions to be used as data that can further inform the field of study. Although the importance of recognising the emotional context of action research is articulated in this thesis, there is a dearth of literature in relation to it. It is concluded that more needs to be written on this aspect of practice so that those new to action research can be made aware of the importance of the emotional components inherent within it, and can ensure that appropriate strategies are in place to enable them to engage with, learn from, and utilise such emotions to further inform their work. The messages in this thesis will be of relevance to those considering, undertaking, supporting and supervising action research studies. In addition, due to the similarities of action research processes, contexts and topic areas to other methods of practice change, they will also be relevant to those involved in general practice development activity.
4
Alexander, Loris, and na. "Visual art dialogue in personal psychological learning a private journey with public relevance." Swinburne University of Technology, 2006. http://adt.lib.swin.edu.au./public/adt-VSWT20061006.153107.
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Understanding and managing emotion in psychological therapy is a complex
and challenging problem for practitioners and clients. The traditional
emphasis on verbal language as the mediating process in therapy is expanding
with the inclusion of multimodal creative arts, based on visual, auditory, and
kinaesthetic perceptions, to better support the reaccessing of emotion. This
can be followed recursively by the use of words to develop narrative and
meaning. The main research emphasis in this thesis was on visual art. Studies
of other art forms may follow. Philosophical understanding, neuroscience
advances and developments in psychological therapy underpin and explain
this therapeutic expansion.
A qualitative research approach is taken, engaging several different actions
from within that research paradigm. The thesis is written as a metaphorical
journey and conveys the experience of art dialogue and the experience of
researching, as parallel stories. Psychological learning journeys undertaken by
its author and a colleague, some clients, therapists and teachers, are described
in three encounters.
The first encounter explored visual art dialogue as a process addition to a
developing experiential phenomenological approach using multimodal
creative arts (The MIECAT Process � Lett 2001). The objective was for the
colleagues to experience a lengthy creative arts sequence, developing and
undertaking the process of visual art dialogue. Multilevel actions and
outcomes were recorded throughout the collegial engagement. The collegial
encounter required that the co-researchers pursue their own personal
psychological meanings and report on their experience of the process.
Personal narrative meanings exposed in exploring visual art dialogue, are not
discussed, the emphasis being on confirming how actions occurred and their
effectiveness for application. Actions stopped where direct verbal therapeutic
engagement might occur.
Following collegial experience, visual art dialogue was used with clients and
other therapists and teachers, to question its broader relevance. The second
inquiry, involving three clients of the author, asked how the process would
support professional actions in a therapeutic situation. The third encounter
engaged other therapists and teachers to expand on questions of by whom
and how, art dialogue could be used.
Psychological therapy theory suggests process location within a humanistic
framework, in an eclectic focus or supporting the development of an
experiential, phenomenological psychology process approach based on the
known functions of mind and body. The associated personal and professional
aspects of the experience of process exploration constituted a step in authorial
understanding and may contribute to increasing knowledge of the creative
arts applied to psychological therapy.
5
Voss, Corrie A. "The narrative journey of the conscious leader." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1490870727530644.
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Hogan, Susan Elizabeth. "Teaching mathematics to children with emotional and behavioural difficulties : the development of practice as a personal journey." Thesis, Open University, 2003. http://oro.open.ac.uk/54558/.
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Children with emotional and behavioural difficulties (EBD) are often characterised as 'challenging' and 'unteachable'. The purpose of this thesis is to demonstrate how one teacher's personal enquiry into her practice reveals an alternative perspective on teaching mathematics to children with EBD. If it is accepted that the mathematics classroom is challenging to the child then the role of the mathematics teacher becomes one of developing a trusting relationship with the child based on the teacher's use of empathy and 'being there'. It is important for the mathematics teacher to take risks in using mathematics to overcome the emotional and behavioural difficulties of the child. The message is that researching one's own practice is a valuable exercise for any practitioner.
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Maynard, Brandon W. "From Dawn to Dan: The Journey of Karate Masters." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1495216685379078.
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Brown, Mary Louise. "The Journey of a Suburban Elementary School to Include Students with Emotional and Behavioral Disorders in the Regular Education Classroom." Thesis, Boston College, 2009. http://hdl.handle.net/2345/636.
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Thesis advisor: Elizabeth A. TwomeyAs the documented number of students demonstrating significant emotional and behavioral challenges continues to increase, teachers often encounter difficulties in meeting the needs of these students in their classrooms. With Individuals with Disabilities Education Act 2004 (IDEA) mandates requiring the Least Restrictive Environment (LRE), schools are challenged to include these students in the regular education classroom while ensuring a safe learning environment for students and staff. This qualitative case study focused on affecting teacher attitude toward the inclusion of students with emotional and behavioral disorders in a suburban elementary school. The initiative incorporated a professional development series as well as the implementation of administrative, organizational and cultural supports aimed at building teacher capacity. As part of this study, the principal analyzed how school culture changed as the school sought to become more inclusive. The researcher, who was also the principal of the school, studied the attitudes and experiences of ten teachers who volunteered to be a part of this project. Data were collected and triangulated through interviews, journal entries, questionnaires, observations, field notes, a survey, and document analysis. The findings of this study indicate that efforts to affect teacher attitude must be comprehensive. Relying only on professional development opportunities does not necessarily ensure that teachers will generalize their newly acquired skills back to the classroom. Teachers require collaboration opportunities with special educators embedded within their school day. They also need the administrative, organizational, and cultural supports that sustain successful inclusion. These supports include: active modeling and assistance from the principal, accessibility to assistants, supportive scheduling, implementation of common language regarding behavior, and the identification of core values which affirm a commitment to inclusion. Implications for practice include the importance of: fostering communication and collaboration between and among special and regular educators, promoting professional development opportunities based on current adult learning theories, and utilizing journals to help teachers think more deeply about their interactions with students as well as their teaching practices. Limitations of this study include the researcher's role as school principal and participant, small sample size, and relatively short study duration
Thesis (EdD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
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Collins, Matt. "The emotional side of breakthrough innovation." Thesis, Cranfield University, 2015. http://dspace.lib.cranfield.ac.uk/handle/1826/9696.
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Breakthrough innovations are vital for the global economy and even our survival as a species. They appear as creative leaps and insights without obvious connection to existing knowledge and are extremely valuable to organisations, giving them significant competitive advantage. Historiometric and psychopathological evidence shows that breakthrough innovations are often associated with individuals and affective dysfunction; yet innovation today is widely held to be an organisational phenomenon operationalised though a model of creativity based on positive affective experiences and group activities which may be particularly unsuited to innovative thinkers. Research upon which the current paradigm for creativity and innovation are based is detached from real world outcomes and has been challenged as to its validity. Little data exists outside of experiments or indirect observation of naturally occurring affective experiences and the mood-creativity-innovation link has yet to be proven; we still know very little about how breakthrough innovations occur. This unique study addresses this significant gap in innovation research with a two-year longitudinal case study of a breakthrough innovation being developed for a multi-national Fast-Moving Consumer Goods company. It followed the journey of a lone innovator and attempts to answer the research question: “Can a fear of failure lead to breakthrough innovation?” The innovation space was investigated from three perspectives: technology, organisation and innovator, to build a picture of the highly immersive and emotionally charged experience of innovating. Many new insights were gained, and with extensive support from literature, new tools for the management of technology and the interface between innovators and organisations were developed, along with ground-breaking research into the mood-creativity innovation link. These are delivered through a series of four journal papers. The key finding from this research has been the discovery of the innovation-wave, a phenomenon which for the first time provides evidence for the mood-creativity-innovation link; intimately connecting real-world creative efficacy with emotion and specifically a ‘fear of failure’. From this finding a new theory and psycho-cognitive model for a distinct form of creativity called innovative thinking, driven by negative affect (mood) and specifically suited to achieving a breakthrough innovation through overcoming apparently insoluble problems, was posited and a hypothesis proposed and tested using a sophisticated innovation simulation developed especially for this purpose. Evidence from the case study and later experiment provide support for the research question and the lone innovator. This study makes a unique contribution to our understanding of creativity and innovation which could have a significant impact on how both are researched, taught and managed in the future. Being able to understand and possibly manipulate the innovation-wave, if proven correct, could be vitally important for maximising the potential for creating breakthrough innovations to the benefit of us all.
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Ochoa, Raul. "An Immigrant’s Educational Journey: Working Toward a More Fair and Just Society in the Classroom." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/128.
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In Part A of this ethnography, I explain how my life experiences have shaped who I am and why I want to be a teacher. In Part B, I describe my experience of working with three focus students—an English learner, a student with a 504 Plan, and a student with significant life experience. My work with these students allowed me to learn of their strengths and assets, and areas of need. Based on the knowledge that I compiled over the course of the Fall Semester 2018, I created an action plan to help each student improve his/her academic standing and socio-emotional well-being. In Part C, I identify and evaluate the assets of the school and the community in which my students live, and how such assets help students thrive. I also assess the challenges that both the school and community face, and their continuous efforts to overcome them. In Part D, I reflect on my first year of teaching to assess my instructional practices, and I evaluate the progress made by my whole class, and more specifically my focus students.
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Opper, Bjorn. "Exploring the value and limits of using outdoor adventure education in developing emotional intelligence during adolescence." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/40236.
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Given today’s social milieu, there is no denying that the nature of the life experiences youth
are facing has drastically changed in recent decades. In this study, outdoor adventure
education (OAE) was explored as a possible intervention strategy for the development of
emotional intelligence during adolescence.
This research project consisted of a case study of an event, namely “The Journey”,
which is a 23-day outdoor adventure education programme for Grade 10 learners at a private
high school for boys in a major South African city. Through this research, which involved
collecting, analysing and interpreting data on the topic, an endeavour was made to explore the
possible impact of OAE on the development of emotional intelligence, as well as the
sustainability of skills acquired, and also on possible design elements that may impact on the
facilitation of the development of emotional intelligence.
This study was based on a socio-constructivist paradigm, which had developed from an
interpretivist world view. This research project represents a multi-method mode of inquiry:
both quantitative and qualitative data-gathering techniques were implemented as a process of
triangulation to provide a comprehensive analysis of the research problem. The research
proper (76 participants) was preceded by a pilot study (28 participants). For the research
proper, participants completed the Bar-On EQ-i: YV (Bar-On, 2007) questionnaire before
embarking on “The Journey” (pre) and again at its completion (post1). This was followed by
another post-test three months later (post2). Furthermore, 10 participants had also been
randomly selected to form part of a pre- and post- “Journey” focus-group interview and to provide reflective essays post- “Journey”. Another focus-group interview with selected staff
members was conducted post-“Journey”.
The identified themes generated from the quantitative and qualitative data collected
were as follows: emotional intelligence; outdoor adventure education; rites of passage;
“Journey” design elements; boarding; the emotional climate of the school; division based on
stereotypes; and sustainability of skills acquired.
In terms of emotional intelligence as a theme, the results indicated that participation in
“The Journey” not only results in an increase in the overall EQ skills of participants, but that
the impact also appears to be sustainable.1 As far as the impact of “The Journey” on the
various subskills of emotional intelligence is concerned, the findings revealed that there was
an increase in all EQ subskills directly after participation (quantitative and qualitative data).
However, the results of the research proper, where pre- and post2-“Journey” scores were
compared (quantitative data), suggest that increases were maintained in only three of the five
subskills mentioned, namely intrapersonal skills, adaptability and general mood. Thus it
appears that the initial increase in interpersonal and stress management skills did not have a
sustainable effect.Thesis (PhD)--University of Pretoria, 2013.
gm2014
Educational Psychology
unrestricted
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Sundberg, Fredrik. "Influencern och den gordiska knuten : En studie om gestaltningen av psykisk ohälsa i sociala medier." Thesis, Uppsala universitet, Centrum för socialt arbete - CESAR, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-412747.
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This essay examines influencers’ framing of mental illness and how the framing could possibly affect the growing problem of mental illness among Swedish youth. Previous research concerning mental illness among youth, social media and social contagion is presented as a basic understanding of the problem at hand. Approximately 16 000 Instagram posts from Sweden’s most influential Instagram accounts were reviewed for content about mental illness. Posts containing descriptions of mental illness were extracted and analyzed using thematical analysis. The main finding from the thematical analysis was that influencers tended to use The Hero’s Journey dramaturgy in the framing of mental illness. The main conclusion made from the study was that influencer framing of mental health issues, consciously or unconsciously, tended to augment mental illness in a number of ways. The influencers seemed to have developed specializations in different forms of mental illness. The specialized influencer took upon him/herself the role of a mentor to followers experiencing symptoms of the same type of mental illness, leading them on for their own Hero’s Journey. Hence, the mechanisms of The Hero’s Journey were shown to, in themselves, have a tendency to increase the contagious effects of mental illness.
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Heery, Paul. "After Ofsted failure : the emotional journeys of head teachers." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/50957/.
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This thesis presents four case studies of Head Teachers whose schools received the lowest Ofsted inspection rating of 4 – Inadequate. It examines the impact of the judgement on the individual Head Teachers, both on their career and also on their emotional lives. It considers the role of Ofsted inspection within an era of increasing accountability, and looks at the extent to which these four individuals were able to lead their schools from this failure to a more successful and stable situation, and the emotional journeys that accompanied this process. The case studies are based on a series of semi-structured interviews with the four Head Teachers over a period of two to three years after the initial inspection. Other key sources of evidence are considered, including Ofsted reports, school achievement data, and interviews with other stakeholders. The study concludes that long-term success for the school and the school leader depends upon the Head Teacher successfully managing the key stages in this emotional journey, from surviving the initial emotional crisis, through a period of emotional labour, to emotional regulation, before achieving emotionally healthy leadership. The successful navigation of this process by some of the Head Teachers enabled them to focus on key leadership practices resulting in long-term improvement. Where this journey was not successfully managed, the impact on long-term success and career advancement was considerable. Hundreds of schools each year are graded inadequate by Ofsted, with a larger number judged to be requiring improvement. The outcomes of this research have potential implications for the way that Head Teachers can be supported to improve their schools following this failure, whilst at the same time safeguarding their own emotional health and wellbeing.
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Simionato, Deborah Mondadori. "The many journeys in Jane Austen's Persuasion : social, geographical and emotional crossings." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/139420.
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Com apenas seis romances completos, Jane Austen foi capaz de pintar um retrato ímpar da sociedade rural da Inglaterra do final do século dezoito e início do século dezenove. Através da obra de Austen, o leitor é transportado para duzentos anos atrás, entra em contato com os desafios e problemas enfrentados pelas personagens, aproximando-se assim da vida dos ingleses daquele período. O conhecimento minucioso que Austen possuía daquilo que a cercava e a forma como foi capaz de inserir esse mundo em seus escritos são o motor desta tese de Mestrado, que propõe uma leitura de Persuasão (1817), o último romance completo escrito por Jane Austen, com foco nas jornadas geográficas, sociais e psicológicas apresentadas; e explorando tais jornadas com o objetivo de melhor compreender a obra de Austen. O trabalho vem dividido em quatro capítulos. O primeiro traz um panorama da vida da Austen e das circunstâncias políticas e econômicas da Inglaterra em que ela viveu. Os três capítulos seguintes analisam Persuasão: o capítulo dois discute as principais jornadas sociais apresentadas no romance, com atenção especial ao declínio da aristocracia em contraste com a ascensão do homem empreendedor que “se fez” por conta própria, representados aqui por Sir Walter Elliot e pelo Capitão Frederick Wentworth, respectivamente. O capítulo três viaja com os personagens pela Inglaterra e explora os lugares que eles visitam, priorizando os dois locais mais proeminentes para a história visitados por eles, a cidade costal de Lyme Regis, e a cidade turística de Bath, investigando – com a ajuda de acadêmicos especialistas em Austen como Maggie Lane e John Whiltshire – o impacto desses locais nas personagens e no modo como influenciam seus movimentos. O capítulo quatro analisa as jornadas pessoais das personagens, com atenção especial para as mudanças de espírito e humor em Anne Elliot, através do texto “Luto e Melancolia” de Sigmund Freud, objetivando compreender o que acontece com a personagem, e como ela supera o luto, recupera sua vivacidade e encontra seu caminho. Ao final deste trabalho, espero que as considerações aqui apresentadas possam contribuir, através do uso dessas “lentes de viagem”, para o conjunto de análises críticas sobre Persuasão, pois jornadas são mais do que apenas movimentos físicos de um local a outro: elas podem ter efeitos profundos e permanentes.With only six complete novels, Jane Austen was able to paint a unique portrait of the genteel society of England in the late eighteenth and early nineteenth centuries. Through Austen’s works, the twenty-first century reader is transported two hundred years back in time, gets in touch with the trials and tribulations of her characters, and gains an insight into the lives of English people during that time. Austen’s thorough knowledge of her surroundings, and how she expertly inserted them into her writings, are the motors of this thesis. This Master’s Degree Thesis proposes a reading of Persuasion (1817), the last complete novel written by Jane Austen, considering the geographical, social and psychological journeys presented, exploring said journeys in order to better comprehend Austen’s final novel. This thesis is divided into four chapters. The first contextualizes Austen’s life and the social and political circumstances of the England she knew. The three ensuing chapters analyse Persuasion: chapter two discusses the main social journeys found in the novel, with special attention to the decline of the aristocracy and the rise of the self-made-man, here represented by Sir Walter Elliot and Captain Wentworth, respectively. Chapter three travels with the characters around England and surveys the places they visit, with focus in the two most prominent locations in the novels, the seaside town of Lyme Regis, and the watering resort of Bath, exploring – with the help of Austen scholars such as Maggie Lane and John Wiltshire – the impact of those places on the characters, their relationships with said places and how they face their movements. Lastly, chapter four delves into the main characters’ personal journeys, focusing on Anne’s shifting states-of-mind, utilising Sigmund Freud’s text “Mourning and Melancholy” to understand what happens to her, how she overcomes her mourning, regains her bloom and finds her way back to Wentworth. At the end of the work, I hope to shed light on the importance of the “travel goggles” when it comes to analysing literary texts, Persuasion in particular, as I believe that journeys are more than just trips undertaken to get from one place to the other physically: they can have deeper and ever-lasting effects.
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Dickmark, Emma. "The use of colour in the game Journey : Case Study." Thesis, Uppsala universitet, Institutionen för speldesign, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-242765.
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This thesis aims to find out the usage of colour in the game called Journey (2012). It is a case study which focuses on three different scenes in the game and how their colour scheme affects the game both emotionally and the storyline progress. The question that will be answered is: How does the choice of colour affect the players perception on an emotional level? This thesis talks about how different colours affect us in different ways and why this plays a major part in gameplay situations and how the drastic change of colour portraits different emotions. The colour choice is of great importance since it affects humans on an emotional level that enhances the experience felt by players during different scenes.
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Bill, James A. (James Alexander). "Emotion, myth and meaning in architecture : psyche's journey through a warehouse." Thesis, Massachusetts Institute of Technology, 1988. http://hdl.handle.net/1721.1/71397.
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Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 1988.Includes bibliographical references (p. 109).
This thesis studies the creation of a series of forms to provoke physical sensations and emotional responses from the user. Designs were made that strengthened the meaning of the forms, and the emotional responses they illicit in relation to a sequence of physical experiences of form and space. This sequence was abstracted from the Greek myth of Eros and Psyche. To do this the thesis uses a family of forms, a directional form for movement, their material and structural qualities, and the inter-relationships established between each of these and with the site. The site is a set of three adjoining warehouse buildings on the East Boston waterfront. The major body of the text describes what I produced. This includes the introduction, which describes the formal considerations that are present in the final model. Next, a photographic essay describes the final model. The photographs lead the reader through the built sequence of events. The two parts that the thesis built on are then described: the myth, which is retold as reference for the previous experience and to help explain the genesis of the creation, and the site which is described. With the site description, the intervention is described in plan and the parts are exhibited.The last section of the thesis describes the process by which I moved from the myth and the site, into drawings, and through to the final model.
by James A. Bill.
M.Arch.
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Johnson, Samantha Simone. "Exploring Dialogue Journals as a Context for Connecting with and Supporting the Emotional Lives of Fourth Graders." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8751.
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About 20 percent of school-aged children, 18 years and younger, struggle with mental health issues in America today. Mental health issues lead to greater rates of suicide, depression, loneliness, anxiety, and bullying that takes place in and out of schools. This exploratory multiple case study looks at how 10 fourth graders, five male and five female, use a weekly entry in a dialogue journal letter to their teacher to share their emotional lives. I explore how a dialogue journal can open up a space between students and teachers for emotional aspects of life and learning to be included in schools. This study specifically explores what children say about their lives and feelings in a dialogue journal across a period of a school year. I also inquire into changes in a period of crisis teaching when a worldwide pandemic closes down school and children are forced into distance learning in their homes. We find that 1) students can share feelings, ideas and parts of themselves with me in a dialogue journal that they don't share in class, 2) the journal provides a space for them to elaborate upon and become more aware of their feelings, 3) students seek to have a personal connection with their teacher, 4) students have comments and feedback about what is happening in the classroom, and 5) the student's entries affected my immediate practices as a teacher and added insights and ideas for future practices on how I could have been even more supportive to the students.
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Sandström, Cecilia. "Identity Formation and the Emotional Journeys of the Protagonists in Wide Sargasso Sea and Annie John." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-26054.
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O'Connor, Marie Louise. "Pupil voice-exploring the education journeys experienced by pupils labelled with behaviour, emotional and social difficulties (BESD)." Thesis, Liverpool John Moores University, 2012. http://researchonline.ljmu.ac.uk/6169/.
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The study aimed to develop innovative and exploratory research strategies for harnessing the pupil voice amongst young people who have received the Behavioural, Emotional and Social Difficulties (BESD) label. As such the study sought to locate the pupil at the heart of the data collection and to examine how specific turning points can impact upon the educational experiences of young people labelled with BESD. The study attempted to move away from traditional research methods which have worked to silence the voices of this group of young people. In order to achieve this aim the researcher set out on a journey of discovery alongside the pupils to develop participatory and engaging methods of data collection. The study aimed to track the educational journeys experienced by young people who have received the BESD label. In addition to being a vehicle for the voice of the young person the thesis draws together the perspectives of the adults surrounding the pupil namely their parents and teachers. The results revealed the BESD label to be complex and difficult to operationalise. The current education system continues to remove these "challenging" pupils and this leads to them experiencing extremely chaotic educational journeys. The findings indicate that the current system is not working from the perspective of the pupil, parent or teacher. Encouragingly pupils were able to offer intelligent and insightful responses to the antecedents to BESD development. The study therefore advocates the importance of "hearing" the pupil voice. It is questionable however the extent to which the study achieved its aim of "true participation". This is due to the position occupied by young people both within society and the confines of their educational journey. The study critically reflects on the challenge of unleashing the pupil voice. It is hoped the findings will provide recommendations for educational professionals and research practitioners engaging and supporting this group of young people.
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Papageorgopoulos, Panagiotis. "The lamenting brain : emotion, action and the journey of feelings in the actor's mournful art." Thesis, Royal Holloway, University of London, 2010. http://repository.royalholloway.ac.uk/items/d12e0c96-c647-99bd-018e-f730465b0c11/9/.
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This thesis is motivated by the question of how and why actors perform and experience emotion, especially in cases when the emotional demands are as extreme and urgent as in Greek tragedy. In order to answer this question the thesis embarks on two main tasks: (a) to reappraise the position, function and technique of emotion in the work of four key practitioners of twentieth century Western acting (Stanislavski, Meyerhold, Brecht and Grotowski) from the point of view of contemporary neuroscience, and (b) to trace their original paradigm in the professional mourners' psychotechnique of emotion, as found in ancient and modern Greek ritual lamentation for the dead. The first part of the thesis attempts to reread and reframe twentieth century western acting's technique of emotion by adopting the radically new neuroscientific paradigm of emotion, which reappraises emotion as a catalytic faculty in the formation of motivation, decision-making, reasoning, action and social interaction. It appears that the general shift of emphasis of twentieth century acting theory from emotion to action, as epitomised in the Stanislavskian Method of Physical Actions, was in reality a shift from feeling to emotion. The second part of the thesis investigates how Greek professional mourners (aoidoi) manage to generate feelings in their audience, by simulating the symptoms of grief, while also motivated by a naturalistic stance towards the community, life and death. By juxtaposing neuroscientific, theatrical and anthropological data, the thesis concludes that both actors and lamenters function as psychagogoi and share a common basic emotional psychotechnique, which relies on building and delivering a score of emotional action that combines physiological knowledge with memory, imagination and real pain. The findings are tested for their efficiency and limitations through documentation of the rehearsal process of Euripides' Trojan Women.
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Acciari, Monia. "Indo-Italian screens and the aesthetic of emotions." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/indoitalian-screens-and-the-aesthetic-of-emotions(8474e0f3-3b05-4c43-a1fe-dbed7ef08b03).html.
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This thesis aims to shed light on the cultural and aesthetic implications of the relationship between Italy and India on and off the screens of Italy, following the expansion of Bollywood in Europe during the 90s. Bollywood's propagation abroad affected the identity of the South Asian diaspora, urban spaces and aesthetics which generated what Le Guellec - describing the arrival of Indians and Bollywood cinema to Paris - named as Bollywood/India mania. The study began with the exploration of the historical meaning of the term aesthetic in order to offer a contextualization on the sense of the aesthetic as a philosophy of art; furthermore, it established a background for further theoretical debate on South Asian diasporic identity formations within the entertainment industry of Italy. The research methods that predominated throughout this work were those of textual argumentation, aesthetic analysis, quantitative and qualitative questionnaires and interview data. The reasons for using different and interdisciplinary methods and approaches to offer an account on diasporic cultures, resided in the attempt to reveal the multiplicities of the "cultural and social" visible. The theoretical frame that this research intends to follow is through two quite distinct disciplines: aesthetic and cultural studies. The aim is to capitalise on the productive intersection of these two disciplines to analyse parts of the South Asian cultural text on the screen and beyond it as producers of transnational images imbued with melancholic memories and melancholically conceived spaces. This work will attempt to individuate the existence of representational patterns based on the aesthetic of melancholy with its nuances and metamorphoses, which represents, narrates and constructs South Asian and/or fused identities socially and culturally on the screens of Italy. The notion of semiosphere as elaborated by Jury Lotman, was utilised to define the cultural and dialogic dynamics of mainstream products that move constantly closer to each other generating original "formats" characterised by novel transnational and multiple identities. Throughout this thesis, the emphasis was placed on the "encounters", the "journeys" and the "sharing" of cultures, hence highlighting the possible conditions of belonging contemporaneously through multiple modalities: mentally, psychologically and experientially to multiplicities of cultures. In addition, the notion of "world culture" was contemplated in an attempt to practically support what Gilroy, in Black Atlantic, shaped as "inter-cultural" and translational formations.
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Brown-Manning, Robyn. "We don't give birth to thugs; we give birth to children| The Emotional Journeys of African-American Mothers Raising Sons under American Racism." Thesis, City University of New York, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3561574.
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The emotions of African-American mothers of sons are an understudied area in social work research. Given the disproportionate representation of Black male youth on social service caseloads, a more in-depth understanding of their mothers' experiences while raising them is very important. Using group storytelling formats, this qualitative study examines the emotional content of a small cohort of African-American mothers in New York City and Westchester County, New York, with sons ranging in age from infancy through 30.
Viewed through the theoretical frames of Africana womanism and nonfinite loss, the study finds that African-American mothers of sons are emotionally fatigued. They fear for their sons' safety in the presence of police. They worry about a variety of factors that affect their sons' well-being. The mothers feel guilty about choices they have made in life, particularly regarding husbands. They often feel abandoned, and long for stronger connections with other African-American mothers of sons. Throughout everything, they love their sons and are very proud of them.
Practice implications include reframing challenging emotional expressions and behaviors as indicators of emotional fatigue; forming alliances with African-American mothers of sons to address oppressive practices in law enforcement and schools; and co-creating culturally grounded support groups with African-American mothers of sons.
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Wuenstel, Mary Catherine. "The reflective journal the emotions and consciousness states of poets within a transpersonal writing design /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=946.
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Thesis (Ed. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains vii, 207 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 174-193).
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Batty, Craig. "When what you want is not what you need : an exploration of the physical and emotional journeys undertaken by a protagonist in a mainstream feature film." Thesis, Bangor University, 2009. https://research.bangor.ac.uk/portal/en/theses/when-what-you-want-is-not-what-you-need(41a2284f-a538-4085-bd65-3cd4331ff9fa).html.
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Films are not only visual, they are visceral; they allow an audience to feel the unfolding drama, and psychologically connect with the characters. Even for the screenwriter, the experience of writing a film can be deeply moving, where a range of character emotions are assimilated and then poured back into the narrative. The most important thing to remember, for both the audience and the screenwriter, is this: something can only be felt outside of the text if enough work has been done within the text. As such, this PhD explores the idea that the narrative journey undertaken by a protagonist is also one that the audience is invited to take. More specifically, a protagonist undertakes a journey that is comprised of two individual yet interwoven threads, the physical journey and the emotional journey, and it is the complete narrative experience generated by the two that invites an audience to feel. The screenplay for this PhD explores the idea of the physical and emotional journey by offering a narrative that follows one man's struggle to form a gay football team. Although he appears to be following a physical path to achieve this physical want, what becomes clear is that he is also following an emotional path to embrace his emotional need. The critical commentary for this PhD explores the fabric, form and function of a protagonist's physical and emotional journey, and the relationship that they share. Using the specific model of the Hero's Journey, the critical commentary also offers a framework that aims to define and map-out the physical and emotional journey, which can then be used as a basis for writing or deconstructing a screenplay. Like a protagonist, this PhD takes a journey; a journey to improve both a skill in and an understanding of screenwriting. It enhances creative and critical awareness of screenwriting: a creative artefact with a critical commentary; a creative artefact informed by critical reading; a critical commentary informed by creative writing.
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Taylor, Julie. "Journeys toward adjustment : exploring the role of emotions and beliefs from pre-diagnosis of inflammatory arthritis through the first 12 months." Thesis, University of the West of England, Bristol, 2016. http://eprints.uwe.ac.uk/27984/.
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The intention of this thesis is to explore the role of emotions and beliefs from pre-diagnosis of inflammatory arthritis through the first 12 months. Inflammatory arthritis (IA) is an umbrella term for chronic, progressive and systemic auto-immune diseases and for the purpose of this study will include Rheumatoid Arthritis (RA) and Psoriatic Arthritis (PsA). These diseases can progress rapidly, causing synovitis and damaging cartilage and bone around the joints (chapter 1). The impact of these non-curable illnesses is physical and psychological (chapter 2), and may permeate into all aspects of life, (work, families, relationships). However what is unknown is how people in the early stages of IA manage or cope with their diagnosis or whether pre-existing influences (such as Illness Beliefs, chapter 3) have an impact in the first year. If this is understood with more clarity then the clinical team could use appropriate interventions to improve patient care and ultimately outcome. In order to meet the aims a longitudinal hybrid approach (chapter 4) was used. Fifteen participants were followed for the course of a year with interviews pre and post consultation, then at twenty-six and fifty-two weeks. These data were analysed using inductive and deductive thematic analysis based on the framework of Illness Beliefs (chapter 5 and 6). The presentation of the data also included a narrative approach using both the quantitative and qualitative findings (chapter 7). The findings from this study show that even at the end of their first year patients with IA come to their own acceptance, yet each travel in a different journey to reach this outcome. The journeys are determined by coping strategies as patients learn to adjust and adapt by renegotiation and battling through based on a pivot of their own perceived normality. Their definitions of adjustment and adaptation differed from those in the literature and showed lack of consensus across this cohort of patients. The journeys cannot be viewed in isolation but are determined also by social support and the need to be believed, with illness beliefs entwined. From a clinical perspective facilitating communication and tailored education and support at the early stages may reduce distress, and promote flexible coping earlier. Future research needs to develop a greater understanding of these journeys by interviewing a larger cohort of patients and evaluating tailored support programmes.
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Mariau, Bérénice. "Écrire le fait divers à la télévision : la rhétorique émotionnelle du drame personnel au journal télévisé de TF1." Thesis, Paris 4, 2014. http://www.theses.fr/2014PA040174/document.
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Le reportage de fait divers diffusé au Journal Télévisé (JT) est questionné dans cette recherche d’un point de vue « pathémique », c’est-à-dire à travers l’analyse des figures rhétoriques propres à émouvoir le public. Ces figures sont élaborées autour d’une absence d’images explicites, absence paradoxale pour la télévision. Pour analyser la rhétorique émotionnelle construite autour de cette absence iconique — de ce creux —, on a sélectionné une sous-catégorie du fait divers privilégiée par les médias : le drame personnel.La partie I analyse la position du drame personnel vis-à-vis du fait divers ainsi que ses ressorts émotionnels, mettant en évidence l’imaginaire pathémique du fait divers. La recherche se focalise ensuite sur les contextes de production et de présentation des reportages du JT de 20 heures de TF1 (partie II). Le contexte de production renvoie à la part invisible du dispositif, aux différents paramètres symboliques et techniques qui jouent un rôle dans l’élaboration du texte. Le contexte de présentation fonde les cadres instituants de l’information qui guident la lecture du reportage. Tenant compte du sujet raconté et du dispositif chargé d’en rendre compte, la recherche aborde alors l’écriture du drame et les mises en scène télévisuelles à visée dramatisante (partie III). Cette analyse morphologique questionne les enjeux communicationnels et émotionnels d’une forme générique du fait divers au JT. Favorisant l’imagination et l’appropriation du texte, la forme symbolique du drame — composée d’images allusives et banales — vient compenser la singularité des faits exposésThis research analyses human interest stories on television news from a “pathemic” point of view, namely through the analysis of rhetorical figures aiming to move an audience. These figures are constructed around the absence of explicit images, which is a paradox for the television world. In order to analyze the emotional rhetoric constructed around this iconic absence, we have selected the most popular subcategory in the media, which we have called personal drama.The first part of this research analyzes the position of personal drama in relation to human interest stories and its emotional mainsprings. The second part of the research focuses on the contexts of production and presentation. The production context refers to the invisible part, that is to say, the technical and symbolic parameters which play a central role in the elaboration of the report. Whereas the presentation context acts as a framework which guides the audience in reading the report in a certain way. Considering the event being related and the means to do so, the ultimate aim of the research is to analyse the actual writing of the news story and its dramatization for TV. This morphological analysis questions the communicational and emotional stakes of a generic form of human interest stories on television news. Favouring the imagination and the appropriation of the text, the symbolic form of the drama - composed of allusive and mundane images - compensate for the singular nature of the facts being exposed
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Human, Jacobus Francois. "'n Kontrolelys vir die skryf en evalueer van dramadraaiboeke." Thesis, Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-11052008-105503.
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Esplan, Karine. "La socialisation organisationnelle des jeunes diplômés sous l’angle des mécanismes de l’identification : une approche par la théorie de l’identité sociale." Thesis, Toulouse 1, 2020. http://www.theses.fr/2020TOU10046.
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Les recherches se sont très peu penchées sur les modèles de transition identitaire des jeunes recrues au cours de leur socialisation. L’objectif de cette recherche est de tester un modèle qui intègre les facteurs organisationnels, sociaux et personnels de la socialisation, en explorant le rôle médiateur de l’identification sociale en tant que mécanisme explicatif du processus et d’examiner le rôle modérateur du conflit identitaire et des émotions positives. Pour tester notre modèle, nous avons conduit deux études. Premièrement, nous avons utilisé un design quantitatif longitudinal avec quatre temps de mesure, pour collecter les données auprès de 423 jeunes recrues françaises au cours de leurs sept premiers mois d’emploi. Nos résultats montrent que l’identification médiatise la relation entre les facteurs du processus de socialisation et l’ajustement des jeunes recrues. La seconde étude, s’est focalisée sur la formation de l’identification au cours du premier mois, en examinant quotidiennement l’identification situationnelle de 49 jeunes futurs diplômés au cours des dix premiers jours de leur stage de fin d’études. Nous avons collecté 490 observations via cette méthode du journal personnel. Les résultats ont montré que les jeunes avec un conflit identitaire quotidien et une faible affectivité positive étaient davantage identifiés. Le soutien social aurait un effet tampon sur le conflit identitaire pour les jeunes à faible affectivité positive. Cette recherche contribue ainsi à une meilleure compréhension de la dynamique identitaire dans le contexte de la socialisation des jeunes diplômés. Elle met l’accent d’une part, sur l’importance des mécanismes identitaires pour expliquer les issues spécifiques de la socialisation, telles que l’intégration sociale, et d’autre part, sur leur faible impact quant à la maîtrise de la tâche. Les contributions théoriques et managériales ainsi que les limites et les perspectives de recherche sont discutéesThere is a dearth of research on the patterns of newcomers’ identity transitions during socialization. The aim of this research is to develop and test a model that integrates the organizational, social, and personal factors of socialization, explores the role of identification as a mediating mechanism, and investigates boundary conditions such as identity conflict and emotions. In order to test our model, we conducted two studies. First, we collected multiwave data from 423 French newcomers during their first seven months of employment. Our four-wave results show that organizational identification mediates the impact of socialization factors on newcomers’ adjustment. Second, we focus on the initial level of organizational identification upon organizational entry through the measure of daily situated identification among 49 young graduates during their first ten days of their internship. We collected 490 observations via a daily diary study with ten repeat measurements. The results of diary showed that participants with daily identity conflict and low positive affectivity were more identified. The social support would have a buffering effect on identity conflict for participants with low positive affectivity. This research contributes to a better understanding of identity dynamics in the context of young graduates’socialization. It emphasizes, on the one hand, the importance of identity mechanisms to explain the specific issues of socialization, such as social integration, and on the other hand, their low impact on the task mastery. The theorical and empirical implications for these findings are discussed
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Sánchez, Gabriela Maria Bejarano. "Duelo: emotional journey." Master's thesis, 2021. http://hdl.handle.net/10400.26/36868.
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DUELO is a stage that every human being has to experiment in life as a process of emotional adaptation that follows any loss, but also, this word means a battle, a combat between two. The duality of this word in Spanish is the central concept of this project. Duelo is losing someone or something and the personal fight to deal with in all this journey of acceptance of feeling.
The purpose of the project is to explore this journey and depict the personal battle of someone across this odyssey of acceptance of feelings by creating a particular and operative visual device (considering the concept of Dispositif by Michel Foucault).
This device implies different settings that can play with our personal and visual perception to give us another idea of how we visualize. In this case, how feelings can be represented in different ways. How can we have a different immersive visualization approach as the final result comes with a meticulous process of crossing information in various areas and building a new setting where the human body will represent emotions to have a significant meaning.
The duality present in the word Duelo drives us to build certain poses as the body language will be the main subject as a tool of storytelling. Each stage of the grief/loss process will have different positions to depict the various relationships between movement, space, energy, and personal feelings confrontation during this process through the dispositif.
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Hsia, Yueh-Ying, and 夏月英. "Narrative Inquiry on the Emotional Journey of Four Traditional Tsou Costume Seamstresses." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/74524953290641255286.
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碩士南華大學
生死學系
102
Methods for ensuring the continuation of aboriginal culture in changing times are a common concern for all indigenous people. This study focused on the Nanghiya Workshop, which has been supported by Chief Wang of the Tsou people since 2012. We interacted with the primary seamstresses at the workshop, 4 Tsou women, who shared stories related to the tailoring of traditional Tsou costumes. Narrative research was conducted to collect data and collate and analyze stories. We explored the process by which these seamstresses learned tailoring from the basics, their experiences of various adversities and the frustration of not being identified by the community, and how they managed to overcome difficulties and excel in the art of traditional tailoring. In addition, we investigated how the continuation of the traditional Tsou costume in the Nanghiya Workshop influenced the following 4 dimensions: a) the perceptions of the seamstresses regarding the meaning of life; b) the workshop team; c) families; and d) cultural pride and heritage in the community. By narrating the emotional journeys of the Tsou seamstresses, this study aims to demonstrate the importance of preserving aboriginal culture, and inspire all indigenous people to create cohesion and consensus within the ethnic community through cultural heritage of various dimensions. Thus, the sustainable management of traditional arts can be achieved, thereby enabling the diverse aboriginal culture and rich spiritual assets to flourish.
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Tait, Donna Marlene. "The potential for emotional healing in illness : a journey of meaning-making." 2004. http://hdl.handle.net/1828/490.
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The aim of this study is to gain a deeper understanding of the potential of making meaning in illness to contribute to emotional healing. The present medical model with its focus on "cure" restricts patients' access to their own healing abilities. A more healing approach recognizes the contribution of patients' inner strength to the healing process as well as incorporating conventional medical treatment. The study approach is henneneutic in that it examines the meaning that participants made of their illness experience, autobiographical in that it draws on my own life, and phenomenological in that it focuses on lived experience. This research study shows nurses how patients can be supported as they develop internal strength and make personal meaning in their life through the struggle of dealing with illness.
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Passanisi, Joseph. "Exploring the consumer decision journey and online shoping experience through an emotional prespective: an interpretive phemenological analysis." Master's thesis, 2016. http://hdl.handle.net/10362/17300.
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Traditional consumer decision-making models have long used quantitative research to address a link between emotional and rational behavior. However, little qualitative research has been conducted in the area of online shopping as an end-to-end experience. This study aims to provide a detailed phenomenological account of consumers’ online shopping experience and extend Mckinsey & Companys’s consumer decision journey model from an emotional perspective. Six semi-structured interviews and a focus group of nine people are analyzed using Interpretive Phenomenology Analysis and five superordinate themes emerged from the results: emotional experience, empathy and encouragement, in relation to brand preference, emotional encounters in relation to consumer satisfaction and emotional exchange and relationship with a company or brand. A model interrelating these themes is then introduced to visually represent the emotional essence of a large online purchase. This study promises to be applicable as a descriptive, and perhaps, better predictive report for understanding the complex consumer decision-making process as it relates to online consumer behavior. Future research topics are also identified.
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Li, Xin-Nong, and 李欣濃. "The Conflict-Coping and Emotional Regulation in Young Couples who raise preschoolers：The Case of “Journey to Intimacy” Program." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4ys87f.
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碩士臺北市立大學
幼兒教育學系
106
This study aims to understand the impact of marriage education programs "Intimate Journey: Love Marriage EQ family self-growth training courses" designed by Dr. Huang Wei-ren. Two couples who raised children aged 0-3 years participated in a total of 30 hours of courses to work out their marital conflicts and emotional regulation. Before the intervention, the researcher conducted a small group discussion by using the contents of the "Marriage Conflict Response" questionnaire and "Emotional Adjustment Strategy" scales to understand the participant couples’ past experiences. During the intervention program, the leader's on-site observation records, audio and video tapping of group discussions, participants’ feedback sheets, and homework assignments were collected. The individual, semi-structured interview were performed within one month after the end of the program. It adopted "grounded theory" and the "dual analysis" approach to exam the effectiveness through the qualitative data in the program. The study found that: (1) Intimate Journey Program can effectively improve the participant couples’ ability to detect in conflict situations, knowing to timely suspend and avoid the war, and ease the original tension; (2) the couples’ interaction had a high degree of correspondence, when one party adjusts the way of conflict, the other party will change accordingly; (3) the program helped couples to understand each other's differences from the perspective of the original family, also had a better understanding of the partner's beyond needs; (4) the program helped couples to improve the ability to indicate each others’ emotions and internal demand as well as to boost a better communication between the young couples; (5) Six efficacy factors in the intervention program included: program content, intervention strategy, course planning, group atmosphere, mirroring power among members, and leadership factors. Among them, the researcher found that the program leader played an important role as a catalyst. Not only the attitude of "self-disclosure" and " empathy" greatly enhanced the participant couples’ feelings of supportiveness, but also the leader should internalize and use the values of the "Intimate Journey Program" to affect the uncomfortable feelings when couples practice the skills of "eye to eye, hand in hand" to express intimacy and gratitude. Finally, this study suggested the following three major aspects: First, we encourage young couples who raised preschool children to continue developing emotional intelligence, and couples could develop the habit of “love deposits” to maintain intimacy and close relationship. Secondly, it is suggested that marriage education practice workers should consider the impact of the tasks and crisis of different family life cycles when planning the course. Thirdly, it is worthy continually to exam the effectiveness of the Intimate Journey Program for couples who are living in different family life cycles in the future research and to indicate the significant efficacy factors of this program. Key Words: Intimate Journey Program, Marital-Conflict Coping, Emotion Regulation, Dual Analysis
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YA-XIN, YANG, and 楊雅馨. "A Merciless Beauty is Still Charming - Xue Bao-chai’s Emotional and Mental Journey in the Dream of the Red Chamber." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/9gr7tw.
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碩士華梵大學
中國文學系碩士班
104
There are hundreds of characters in the Dream of the Red Chambers, from which thousands of studies have been derived. The study focused on Xue Bao-chai, a controversial character in the book, to explore her emotional and mental changes to Jia Bao-yu and Lin Dai-yu. Besides influenced by the inborn characters and personalities, Xue’s emotional and mental journey was also influenced by the family background, training ways and social culture, among which the traditional Confucianism of the social culture played the most crucial role. It can be find from studying Xue’s emotional and mental journey that she was fallen in love with Jia Bao-yu and even violated the Confucianism to sit beside Jia’s bed. However, she looked like increasingly merciless to Jia Bao-yu when heard Jia’s murmur in sleep. On the contrary, Xue seemed to be increasingly closer to Lin Dai-yu. The complex emotional and mental journey was actually derived from the jealousness, one of the Seven Reasons for Abandoning a Wife in the society at that time. Thus Xue had no way but to hide that mood, which remained us a new explanation of the view of “concealing malice”. No matter whether Xue had concealed malice or not, she followed the social trend of “arranged marriage” and married Jia Bao-yu. However, the marriage had not been as her wishes, and finally made her life a tragedy. In summary, Xue’s emotions in the Dream of the Red Chamber can be interpreted in one sentence, that is, she was faithful to Jia Bao-yu even seemed like merciless, while she was merciless to Lin Dai-yu even seemed like in love. Such an artful character is indeed the most truest character of Xue Bao-chai.
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Liao, Wen-Yi, and 廖文義. "The Influences of Destination Image and Emotional Experience on Satisfaction and Revisiting Intention—A Case Study of Tamsui Old Street Journey." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/w4gn2e.
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碩士世新大學
觀光學研究所(含碩專班)
101
The aim of this study is to investigate the correlation between Destination Image and Emotional Experience, which are influences on Satisfaction and Revisiting Intension of Tamsui Old Street Journey. The study is devided into four parts: Part I. examines the Emotional Experiences are related to Destination Images. Part II. examines the impact of Emotional Experiences on Satisfaction. Part III. examines the impact of Satisfaction on Revisiting Intension. Part IV. examines the impact of Destination Images on Satisfaction and Revisiting Intension. The study is based on the results of survey on tour experiences conducted in four selected blocks of Tamsui Old Street Area —Shopping District, Historic Monuments & Temples, Old Street Residential Community, and Riverside Spots. The survey on paper title is to make use of analysis of the data and variance by Factor Analysis, and the T-test method, with an sample size of 20 in pre-research interview about the correlation between Destination Image and Emotional Experience(Feb-Mar,2012), 50 in pre-questionnaire and 415 in formal questionnaire(Jul-Dec,2012). The findings of the study are as follows: 1. Factor analysis revealed 30 separate types of Destination Image, which are fantastic sun setting on the river bank, nostalgic ancient houses of old street, historic monuments of church and temples, holy pilgrimage and carnival parade…etc., In addition, 15 clusters of adjectives descriptive of Emotional Experiences are contented, pleasant, relaxing, exciting, frustrating, ugly, sad, angry, and frightening…etc. 2. Destination Image is related to Emotional Experience, and the latter has an influence on Satisfaction. 3. Destination Image will affect Satisfaction and Revisiting Intension. 4. The beautiful scenery of Tamsui riverbank is the visitor’s favorite, it is a short distance and easy way to Tamsui from Taipei City by MRT. Although it is hard to parking and crowded in Tamsui, almost of them will visit again. 5. The“overall environment”and“travel infrastructure”are the advantages of Tamsui, in all respects of hardware and software of Tourism are still improving by public and private sectors. Therefore, the Image of tour destination tends to bright side and vivid image, and it will touch tourist heart and affect the Revisiting Intension positively.
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Luo, Ying-Chai, and 羅盈茝. "The Action Research on the Emotional Education of Junior High School Students：A Focus on the Emotional Journal Writing." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/74904291480432623759.
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碩士國立東華大學
教育研究所
98
Via the action research and with the strategy of emotional journal writing, this research aims to guide students to release and express their emotions, enhance students’ emotional awareness as well as expression ability, so as to promote their emotional cultivation, to improve their interpersonal interactions and to build a harmonious classroom atmosphere. The researcher also induces journal writing guidelines appropriate for application in the classroom teaching through the following circular process of action research: planning-action-reflection-modification. The limitations of emotional journal writing and ways of overcoming them are also induced. Furthermore, during the course of emotional curriculum as well as the writing of emotional journals, this study further observes both students’ variations in emotional cultivation and the researcher’s growth in this dimension. The research results are presented as follows: 1. Teaching principles of guiding students to write emotional journals: (1) The usage and instructions for journal writing should be clear. (2) There is a positive guidance function in observing model samples of emotional journals. (3) Both a table format and a self-designed open format should be applied alternatively. (4) Instructors should play a partner’s role and resort to flexible means in collecting the students’ journals. (5) The combination of students’ life and a broad sense of emotional journal writing should be encouraged. 2. Influences on the students’ emotional awareness: (1) Merely a slight advance is observed in a few students. (2) The majority of students still can’t become aware of their emotions at the moment. 3. Influences on students’ emotional expression: (1) The students begin to practice expressing their emotions. (2) A few students begin to assist others to express their emotions. (3) There is an increasing tendency of describing emotions both in quantity and quality. 4. The limitations of emotional journal writing and ways of overcoming them: (1) Flexible ways of responding to the students’ journals could be employed. (2) The time for implementing emotional curriculum should be sought with efforts. (3) The teacher should transform ways of eyewitnessing his/her own moods in facing the students who shirk the responsibility of journal writing. 5. Influences on the students’ holistic emotional cultivation: (1) There is a decline in the frequency of classroom conflicts. (2) Most students gradually have learned ways of dealing with negative emotions. (3) Some students’ responses toward events are still in need of improving. 6. Influences on the instructor’s emotional cultivation: (1) A growth in emotional awareness is observed. (2) A greatly enhancement in emotional expression is observed. (3) The ability of instant awareness of irrational thinking is gradually developed. (4) A state of mind as mirror-like reflection is realized step by step.
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HU, CHIA-CHEN, and 胡佳臻. "Love Embracement in “Journey Between Time”The Process of Metamorphosis,Emotionally and Physically." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/77przz.
Full textAbstract:
碩士國立臺灣體育運動大學
舞蹈學系碩士班
108
This paper which the discussing principle is the collaborative exhibition held by HUANGE,JU-CHIAO、HU,CHIA-CHEN will be divided into five main chapters. Firstly, the chapter of introduction provides the process of producer studying and learning dance; moreover, the introduction further elaborates, of the production, the original motivation, the production construction, and the method. With these, the main purpose, challenging oneself limit in the real emotion and body expression, is able to be achieved by reviewing the accomplishment of administrative ability and body performance in the production. Secondly, the chapter of review of literature introduces, of the history of postmodern dance, the understanding of its unique style, and its technique training approach. Furthermore, in this chapter, there will be discussing how the female independent consciousness in the romantic relationship aids the assistance in the dancing performance of recreating the character’s emotion. Thirdly, the chapter of performance and production shows the content of collaborative exhibition and details the administrative task of each phrase of production. And then the Fourth, the chapter of performance analysis and body elaboration comprehensively describes the rehearsal and faced challenge of four pieces of choreography, by the means of practicing in act, and combining the self-experience into performance; therefore, it is capable of simultaneously inspiring the possibility of distinguished body language, and improving the emotion interpretation and body domination. Finally, in the chapter of reassessment and review, via the dance performance and the administrative affair, the reassessment and review of the production enhance the improvement of oneself professional skill.
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Yi-Chun, Huang, and 黃詣淳. "The Research of " A Supplement to Journey to the West " Emotion Thought." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/hjfk55.
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碩士國立中正大學
中國文學系暨研究所
101
This paper take the frame of “entering into and returning from the dream world” as the research beginning, to discuss the emotion Thought of “A Supplement to Journey to the West”. Chapter one includes research purpose, research focus, previous studies, and research questions. Chapter Two discusses containment and experience of emotion. “A Supplement to Journey to the West” reflects on the previous method of containment, and to provide “empirical” approach. Chapter Three discusses the relationship between emotion and mind, and investigates the” mirrors”, that is a key to reflect the emotion and mind in “A Supplement to Journey to the West “. Chapter four discusses the dialectical relationship between truth and unreal in the novel, after entering into and returning from the dream world, to investigates implication of theme emotion as portrayed in “A Supplement to Journey to the West “.
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Loesser, Ernest. "At Journalism's Boundaries: A Reporter's Journey from Fact to the Emotion of Truth." Thesis, 2012. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11407.
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This thesis is a work of literary journalism that explores the distinct boundaries in style that partition how a writer reports objective facts and reveals subjective experience. In brief, it is a genre-breaking prose composition that weds objective and subjective narratives in an organic, but necessary harmony. As a subject, it explores the author?s experiences at two National Boy Scout Jamborees, held in the summers of 1997 and 2010.
The thesis fuses two unique narrative modes into a hybrid form that exhibits entirely new qualities and values. It alternates between first-person and third-person points of view to create an uncomfortable, yet necessary tension, suggesting that the story?s accuracy is dependent upon two different perspectives. The thesis relies upon an unreliable narrator, whose story is reappraised by a credible third-person narrator.
This thesis should be read as an agonizing reappraisal that examines American society at the turn of the millennia and during the first decade of the twenty-first century. Several American authors, including F. Scott Fitzgerald, Robert Lowell, and Norman Mailer, have periodically explored this retrospective mode. While it is not a canonical genre, the agonizing reappraisal allows the author to comment on the past and present simultaneously. In this thesis, the effect is achieved by pairing two unique narratives that are separated by more than a decade in time.
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Danson, Jonathan J. "The Effects of Self-presentation on an Expressive Writing Task for Trauma Survivors." Thesis, 2010. http://hdl.handle.net/1807/24556.
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Expressive Writing (EW) involves writing in an emotionally expressive manner about an experienced event, and has been shown to be related to increases in psychological and physical well-being. The purpose of the current study was to extend previous work by examining how self-presentation affects psychological and physical gains following the EW task. Forty one participants who have experienced a traumatic event were recruited from the community and given either an EW or control activity. Measures assessing self-presentation and various indices of health were administered at baseline and again at one month follow-up to determine changes in symptomatology. Results indicated that higher levels of perfectionistic self-presentation were significantly associated with less improvement in symptoms of depression and posttraumatic stress. Further, a nonsignificant moderation trend emerged whereby higher levels of perfectionistic self-presentation were associated with more improvement in symptoms of depression and posttraumatic stress in the EW group but not control group.
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HUANG, SHU-LING, and 黃淑玲. "The Thinking Journey of Philosophy for Child with Mind Mapping-An Action Research of Emotion Example." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/7n2n9a.
Full textAbstract:
碩士華梵大學
哲學系碩士班
107
Changes in social structures have influenced educational settings. To ensure favorable learning outcomes and grades, children are being forced to learn various knowledge, reducing their thinking time, and even depriving them of time to learn of their own emotions and feelings. This has led to conflicts in children’s interaction with others and children’s inability to resolve problems. This study aimed to aid children in understanding their own as well as other’s emotions and in learning how to resolve emotional problems. Thinking skills from philosophy for children were adopted to guide children to think and discuss. In addition, they were aided to use mind mapping to assess information, summarize different perspectives, and then analyze and share what they have learned. These approaches aimed at enhancing children’s ability to understand emotions and learn to analyze the consequences of emotions; accordingly, their interpersonal relationships can be improved. This study is structured as follows. Chapter 1 presents the research motivations and objectives, and discusses the implications of philosophy for children. Chapter 2 explains the teaching guidance model of mind mapping. Chapter 3 discusses how social-emotional learning is incorporated into philosophy courses for students in lower grades. Chapter 4 presents the learning process, records, and outcomes of actual teaching. Finally, Chapter 5 summarizes the research findings and presents a conclusion and feasible suggestions. Through the diverse evaluation methods of action research, this study collected data to analyze the proposed method’s teaching outcomes. Results show that such a method enabled the children to learn of emotions and understand that emotions can be assessed from actions, words, and tones of speech. The teacher’s philosophical thinking approach for leading discussions stimulated the children’s thoughts and guided the children to use mind maps to analyze and compile options for solving problems. Future studies are suggested to propose different courses incorporating various emotions for different fields, and adopt diverse thinking approaches to stimulate students’ reflection and inspirations, in turn enhancing their problem-solving abilities.
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Lin, Wen Pei, and 溫培伶. "Allen Say’s Journey in Search for Identity:The Spatiotemporal Transformation of Culture and Emotions in Say’s Picture Books." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/5xp7x5.
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碩士國立臺東大學
兒童文學研究所
96
Abstract Identity is an arrestive issue. It’s a complex idea with many aspects. In the global stage, different communities have their own cultural identity. Between relatives, as society changes, the traditional family mode also gradually develops into various combinations with different sense of identity. Identity is a conceptual tool to help us understand the process of people’s awareness of changes in our society, culture, economy and politics. The process of identification is endless and continuous. In particular, experiences such as immigration and expatriation are even more likely to create shifting of identity. As it becomes easier for people to relocate, shifting and mixing of identity also take place faster and create even more diversity and richness in the aspects of identity. Since his childhood, the incessant expatriation experience of Allen Say, the Japanese American picture book author, has resulted in shifting and diversion in his identity. Based on a close study of Allen Say’s picture books, I shall investigate the characteristics of his works, in the hope of understanding the process of his identity search, in order to sum up the attributes of his identity toward home, locality and nationality, and examine his expression of identity through the use of words and images. Allen Say adopts dream-like narration and realistic watercolor painting techniques in combination with various image elements to manifest both real and imaginary atmosphere in his stories; At the same time, he also utilizes different kinds of symbols to express the flows of culture and emotions in space. His display of symbols shows us his attitude towards ecology and creativity, his insistence on his ideal, his family values, his yearning for parent-child relations, and his identification with the Japanese culture. Through his picture books, Allen Say expresses the development of his self-identity. His works have not only recorded the path of his personal internal growth, but also disclosed how he defines himself and his values.
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YEH, YI-JHIH, and 葉益誌. "Looking for Emotion in the Park I Have Lost——A Journey of Reconstruction for a Helper during Identity Moratorium." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/3wrhfs.
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碩士國立臺北教育大學
心理與諮商學系碩士班
105
Since I’ve transferred from technology job to psychology counseling, a question I’ve always been asked over and over again, “Why do you want to quit your job?” I always didn’t say anything. January 2010, I’ve gotten a job in Hsinchu Science Park. After one month, my first girlfriend split up with me. Finally, I looked into myself honestly. I don’t want to be electric engineer. I want to study humanity. One year later, I’ve transferred form technology job to psychology counseling. However, after studying in skills and knowledge in graduated school and internship in hospital, I’ve confused at counseling itself. I couldn’t find the way to finish my paper. My girlfriend invited me to department of psychology in Fu Jen Catholic University. By studying in some classes and telling stories in a narrative group, I’ve started understanding what I want to wright about. I use self-narrative way to make my memories, emotion, and experience a story. I hope that I could get some meanings from this paper.
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Dion, Bruno. "L'exploration de la ruine post-apocalyptique vidéoludique comme créatrice de mémoire et d'émotions." Thèse, 2015. http://hdl.handle.net/1866/12534.
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Pour respecter les droits d’auteur, la version électronique de ce mémoire a été dépouillée de certains documents visuels et audio‐visuels. La version intégrale du mémoire a été déposée à la Division de la gestion des documents et des archives.Cette recherche propose une analyse de la figure de la ruine post-apocalyptique dans le jeu vidéo. Il s’agit de questionner les effets de cette figure sur la construction d’une mémoire du lieu vidéoludique exploré, ainsi que ceux sur la formation d’émotions. Ce mémoire débute par une mise en contexte et la définition des différents concepts de base que nous utiliserons, tels la ruine, les utopies et l’apocalypse. Ensuite, nous procédons à une analyse de la formation d’une mémoire d’un lieu vidéoludique et des effets des ruines post-apocalyptiques représentées sur ce processus, le tout appuyé par une étude de notre corpus : Bastion, Journey et Fallout 3. Finalement, nous faisons le même cheminement afin d’analyser la formation d’émotions en réaction aux différents éléments de design qui forment les ruines post-apocalyptiques dans les jeux observés.
This research proposes an analysis of post-apocalyptic ruins in video games. We will question the effects of this figure on the creation of a memory based on the explored space and on the formation of emotions. This thesis will begin by establishing the context of our definitions and the different concepts we will be using throughout, such as ruins, utopias and the apocalypse. We will then analyse the creation of a memory based on a videogame space and the effects of the represented post-apocalyptic ruins on the process, all of this backed up by a study of our corpus: Bastion, Journey and Fallout 3. In the last part, we will do a similar work to analyse the formation of emotions in reaction to the different design elements that constitute the observed games.
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Gonçalves, Diogo Ricardo Ribeiro. "Jornal A Bola - A gestão de um jornal desportivo : uma empresa convencional ou uma realidade diferente?" Master's thesis, 2018. http://hdl.handle.net/10400.5/20064.
Full textAbstract:
Num mundo cada vez mais tecnológico, o papel caminha para o esquecimento. A informação flui à velocidade da luz através da internet, tornando cada vez mais dispensáveis alguns meios de comunicação, como os jornais. A precaridade e falta de recursos, quer humanos, quer financeiros, são algumas das consequências imediatas do papel cada vez menos importante do jornal na sociedade. Esta realidade cria um ambiente de tensão no sector, fomentando uma linha demasiado ténue entre a vontade e a obrigação de um jornalista, podendo originar comportamentos menos éticos. Neste relatório pretende-se relatar a realidade do dia-a-dia do principal jornal desportivo português e todas as suas vicissitudes. A estrutura interna e hierarquia de poderes dentro do jornal, o dilema de um jornalista redigir os artigos que pretende ou que é forçado, os conflitos entre colegas de profissão e os erros de gestão são áreas que foram analisadas neste relatório. Também os aspetos mais técnicos do que é uma notícia são referenciados durante este relatório, com a apresentação de artigos produzidos durante o período de estágio. Por fim é realizada uma análise aos comportamentos e emoções desenvolvidas durante o estágio e apresentação de algumas soluções para o desenvolvimento da sustentabilidade do jornal.In a world where technology envolves each day, the paper is being forgotten. The information flows so fast through the internet, that some type of media like the journal are becoming dispensable. The precarity and lack of resources, either human or financial, are some of the immediate consequences of the lower importance of the journal in the society. This reality creates a stress environment with a thin line between the will and the obligation of a journalist, raising the possibility of less ethical behaviors. In this report is intended to describe the daily activity of the major portuguese sports journal and all his circunstances. The internal structure and power hierarchy inside the journal, the dilemma of a journalist writing about what he wants or what his forced too, the conflict between work partners and management mistakes, these are some of the areas that were analyzed along this report. In addition, the technical aspects of a news are addressed along with the presentation of articles produced during the time of the internship. At last is presented analyses to the behaviors and emotions managed during the internship and suggested some solution to the sustainable development of the journal.