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Dissertations / Theses on the topic 'Narrative progression'
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1
Neithardt, Leigh Anne Neithardt. "Narrative Progression and Characters with Disabilities in Children’s Picturebooks." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500310695900109.
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Jensen, Steven Morten. "Contextualizing American literature : narrative progression and the rhetoric of reference /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487780393265541.
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M'Hammed, Oubella Abdelkrim. "Progression narrative et progression thématique dans "l'enfant de sable" et "la nuit sacrée" de Tahar Ben Jelloun." Paris 3, 1992. http://www.theses.fr/1993PA030085.
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Nous avons essaye d'aborder, premierement, dans notre travail de these, la naissance et l'evolution de la litterature marocaine d'expression francaise. D'autre part, nous avons examine les fonctions et les fonctionnements de la couverture, du titre, et de l'incipit. Par ailleurs, la presence de plusieurs voix differentes dans "l'enfant de sable" nous a pousse a s'attarder sur les instances enonciatives dans ce roman. Le traitement de la narration dans "la nuit sacree" est plus chronologique a cause du respect relatif des successions des evenements romanesques. Nous avons tente, a la fin de notre travail, de voir comment le theme de la mort fonctionne et progresse dans l'oeuvre de tahar ben jelloun<br>We have tried in this present research to tackle beforehand the birth and the development of moroccan literature expressed in french. On the other hand, we've we've examined the functions and the functionings of the cover, the title, and the starting of the novel. Besides, the presence of several voices in "l'enfant de sable" has urged us on lingering over the asserting processes in this novel. The treatment of the narration in the "la nui sacree" is more chronological because of the relatively respected succession of the romanesque events. We have attempted at the end of this study, to see how the theme of death functions and develops in the work of tahar ben jelloun
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Rouncefield-Swales, Alison. "Apprentice to Graduate : a narrative study into the progression experience of Advanced Apprentice." Thesis, University of the West of England, Bristol, 2018. http://eprints.uwe.ac.uk/34539/.
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This thesis explores the biographical journey into and through HE of a small group of former Advanced Apprentices. It explores how early educational experiences relate to pathways into and through the Apprenticeship system and how former Apprentices experiencing HE to develop an understanding of how HE impacts on their lives, experiences, and identities. The changing landscape of both Apprenticeships and higher education means we need to capture these accounts becoming a HE student to understand better the lived, biographical experience of individuals in increasingly credentialised learning and work settings. This study utilises a narrative, longitudinal approach to explore the experiences of Apprentices who have embarked on higher education, drawing upon data from several semi-structured narrative interviews with sixteen former Apprentices as they progress through their higher education programme. The final phase of the study engaged with the broader social network of six participants, illuminating how education and career decision-making and experiences are deeply embedded within family, friendship and peer networks. Analysing learning experiences, educational transitions, and learner identity highlight the process of becoming a higher education student is relational, situational, and part of a web of complex interactions. The study has drawn on communities of practice (Lave and Wenger, 1991; Wenger, 1998) and modes of reflexivity (Archer, 2003, 2007, 2012) as useful frameworks to understand the learning experiences of former Apprentices and how reflexivity guides how people navigate constellations of education and career possibilities. Insights from the social networks suggest that individuals adapt their approach to reflexivity according to the social situation, aspects of and stages in their lives.
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Maloney, Edward J. "Footnotes in fiction a rhetorical approach /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1125378621.
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Callander, David Robert. "Dissonant neighbours progression and radiality in Welsh and English poetic narrative to c. 1250." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/269748.
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This PhD dissertation examines narrative in early Welsh and English poetry, and more particularly how, where, and why we find temporal progression and radiality in the poetic narrative of both literatures. The term ‘radiality’ is discussed by Joseph Clancy, who, in introducing his translations of medieval Welsh poems, describes them as generally having ‘“radial” structure, circling about, repeating, and elaborating the central theme’. In making this investigation, this PhD dissertation is informed by narrative theory, particularly the model proposed by William Labov, and it contains a detailed methodological section, highlighting how I adapt this model to make it work better with my corpus. The model is further developed so as to enable the creation of some statistical data, which is deployed alongside close reading in looking at trends over a corpus and between different corpora. My corpus consists on the one hand in all Welsh poems composed before c. 1250 with significant narrative elements or containing a list-like narrative. These are set in contrast with English poems composed before c. 1250 narrating the same subjects or containing the same stylistic features. Although the comparison is primarily between Welsh and English poetry, I also compare texts to their sources or analogues, primarily in Latin or French, as looking at how the poems depart from shared traditions is key in examining the particular tendencies of each literature. Following the model developed by Sarah Higley, the Welsh and English texts are contrasted with one another to highlight the idiosyncracies of both. In the first chapter, I examine the role temporal markers and direct speech play in the progression and radiality of early Welsh and English secular battle poetry. In most but not all cases, there is a clear opposition between extended and clearly marked narrative in the English and shorter narratives with less temporal deixis in the Welsh. Following this, Chapter 2 moves to the future to look at narrative at the End of Days, where markedly different patterns of contrast are found between the poems. I seek to explain why this is the case, looking in particular at the role of time-reference in determining narrativity. Chapter 3 begins with a detailed study of Iesu a Mair a’r Cynhaeaf Gwyrthiol (‘Jesus and Mary and the Miraculous Harvest’) and compares the way it tells its story with the narration found in its analogues, noting how and why this Welsh text has particularly clear, in some ways almost prose-like, narrative. The chapter then expands to compare narratives of Christ’s birth and early life in early Middle Welsh and Middle English poetry more generally, while investigating their relative absence in Old English. IChapter 4 moves away from thematic comparison to examine a particular structure: the list. Y Gofeiss6ys Byt, an early Welsh narrative poem in many ways exceptional, is studied in detail, and the way in which listing interacts with narrative in that text serves as a springboard for a wider discussion of list/narrative interplay in early Welsh and English poetry.
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Robinson, Kathleen K. "Testimony of Trauma: Ernest Hemingway’s Narrative Progression in Across the River and into the Trees." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1752.
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Specifically, the study of the progression focuses on examining Hemingway's Across the River and into the Trees for evidence of traumas' effects on Hemingway's development of narrative structure. Throughout his career, Hemingway pinpoints the importance of witnessing and experiencing war on a writer. I endeavor to demonstrate-in detail, achieved by close reading, and with solid evidence-how the imbrication of trauma in Across the River and into the Trees represents a vital moment in Hemingway's progression as a writer. My assertion, a new calculus of subjectivity and objectivity appearing in the narrative structure via the protagonist, viably counters previous critical dismissal of this text and offers new horizons for studies of form and content in Hemingway's writing.
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Firla, Ian. "The narrative structures of Robert Graves' historical fiction : a progression toward a conception of the hero in history." Thesis, University of Northampton, 1998. http://nectar.northampton.ac.uk/2958/.
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Most commentators on Robert Graves’ writings agree upon the importance of his ideas on mythology to the development of his unique theories on poets and poetry. Few critics have undertaken to apply the same approach toward an understanding of his fiction. This thesis undertakes to fill that gap by investigating Robert Graves’ historical fiction in order to test whether his theories on mythology and poetry can also be found to play a part in his conception of history and historical legends. To that end, Graves’ historical novels have been analysed from various narratological perspectives in order to uncover the often complex relationship between the author, his narrators, and the reader. Robert Graves’ heroes as autobiographers, and narrators as biographers, are found to suffer psychological neuroses that are usually the result of an overly acute awareness of history. They seem to be aware of the process by which actions and events are ascribed mythic qualities which pollute the story of their real lives. Some of Graves’ heroes fall victim to this process whilst others attempt to gain from it. Invariably, as the thesis demonstrates, they all fail because they lack an awareness of the single true story to which Graves himself subscribed: that of the White Goddess
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Samardzija-Grek, Tatjana. "Propositions relatives narratives en Français." Paris 3, 2008. http://www.theses.fr/2008PA030047.
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La thèse propose l’analyse morphosyntaxique et textuelle des propositions relatives dites « narratives » dans le cadre de la sémantique du prototype. Est définie comme narrative une proposition relative qui, postposée au prédicat d’accueil, a pour but d’exprimer, au premier plan, le procès VR, causé par le procès de la proposition d’accueil (VA) moyennant la participation de l’entité ANT+REL. La proposition relative narrative forme, avec sa proposition d’accueil, une séquence relative narrative. L’interprétation narrative prototypique d’une relative est la résultante des valeurs-paramètres opposées à celles caractérisant une proposition relative caractérisante, ces valeurs tenant surtout du prédicat verbal, prototypiquement « perfectif », « spécifiant », « transitif ». Ces propriétés des prédicats dans la séquence relative narrative rejoignent le double lien anaphorique et syntaxique du bloc relatif formé par l’antécédent et le relatif pour créer une unique image de progression des évènements dans le temps et dans l’espace, appelé « effet de dominos ». Grâce aux rapports sémantique et syntaxique entre l’antécédent et le relatif, de même qu’aux propriétés morphosyntaxiques des procès VA et VR, la proposition relative narrative dispose d’un sémantisme unique par rapport à d’autres structures narratives, telles les temporelles ou les coordonnées. Une première conséquence en est l’expression de causalité, renforcée par la progression thématique linéaire, ou ANT thème devient REL thème. Cette structure montre comment, par un usage systématique des valeurs périphériques d’une structure, il est possible d’en créer un type tout différent<br>The thesis proposes both morphosyntaxical and textual analyses of the so-called « narrative » relative clauses from the point of view of the standard version of prototype theory. One may consider as narrative any relative clause postponed to the predicate of the embedding clause (VA), which aims at narrating a figure event (VR) presented as caused by VA trough the participation, direct or indirect, of the ANT+REL entity. The interpretation of all narrative relatives depends upon a certain number of parameters, each organised in a form of value continuum. The prototype of a narrative relative clause is the sum of parameter values opposite to the prototype of a relative clause in general. The narrative relatives refer to parameters pertaining to verbal values such as “perfective”, specifying” or “transitive”. Typically appearing in narrative contexts, the narrative relative clauses grant some particular meanings to the narrated events. Whereas coordination tends to be a mere statement of events and states, and while temporal clauses insist on a temporal succession of events, the narrative relative clauses picture both temporal succession of events and their progression in space. Temporal progression is the result of insisting on the perfective verb aspect and on the postposition of the relative predicate. Spatial progression depends upon the anaphoric relation between the antecedent and the relative pronoun. This causes a strong causal relation between VA and VR. Such structure of the narrative relative sequence equals to the linear thematic progression, where a comment becomes the topic of the next clause
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Montanes-Lleras, Andres Alberto. "“Second to the Right, and Straight on Till Morning”: Audiences, Progression and the Rhetoric of the Portal-Quest Fantasy in J. M. Barrie’s Peter and Wendy." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1525208278767536.
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Gluck, Leah Sara, and Leah Sara Gluck. "Written Narrative Analysis in Primary Progressive Aphasia." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/624994.
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Primary Progressive Aphasia (PPA) is a slow-onset language disorder associated with cortical atrophy affecting critical language regions of the brain. There are three recognized variants of PPA, and they have been characterized on the basis of spoken language comprehension and production, as well as the location of cortical atrophy. Although written language is also impaired in PPA, the research in this area is limited, especially at the text level. The aim of this paper was to characterize the written narrative language samples of three individuals, each diagnosed with a different variant of PPA. Because PPA differentially degrades underlying cognitive processes fundamental to language performance (i.e., semantics, phonology, syntax, and orthography), we predicted that written language profiles would vary accordingly. Damage to phonological processing would be associated with a decline in the grammatical accuracy of sentences. Written narratives were compared to spoken narratives, and samples were analyzed for each variant at two points in time, to understand the progression of decline of written language. We found that written narratives had fewer words, but greater proportion of content. Overall, written narratives degraded phonological skills were, in fact, associated with the production of sentences that were not well-formed. These data support further investigation of narrative writing skills over time in individuals with PPA.
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Silva, José Fábio da. "O progresso como categoria de entendimento histórico: um estudo de caso sobre a modernização da cidade de Anápolis-GO (1930-1957)." Universidade Federal de Goiás, 2014. http://repositorio.bc.ufg.br/tede/handle/tede/4031.
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Previous issue date: 2014-08-29<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>We seek to trace the ways in which the process of modernization was interpreted and
understood, between the 1930s and 1950s, the city of Anápolis-GO. Our intention is not
aimed properly narrate or discuss the process of urbanization and industrialization o ccurred in
the region, but to understand, through the discourses produced in this context, how
modernization was interpreted and used as a way of building sense of local historical
narratives. With this objective we address how the local press has used the category of
progress as a way of appropriation and understanding of the changes that the city passed.
From the perspective of the alien (foreign individuals to start to local cultural horizon), we
revisit the same time, in order to check other ways to build the image of the city that was
changing. Finally, we turn to other forms of interpretations built on this same time, cut this
time, but from the perspective of historical narratives developed by the local journalism not
only during the analysis period, but later, during the 1970s. With this we aim to demonstrate
how the process of modernization has become not only a historical event experienced locally,
but also a form of articulation and understanding of own temporal experience<br>Buscamos rastrear as formas como o processo de modernização foi interpretado e
compreendido, entre as décadas de 1930 e 1950, no município de Anápolis-GO. Nosso intento
não visa propriamente narrar ou discutir o processo de urbanização e industrialização o corrido
na região, mas compreender, por meio dos discursos produzidos nesse contexto, a maneira
como a modernização foi interpretada e utilizada como um modo de construção de sentido das
narrativas históricas locais. Com esse objetivo abordamos a maneira como a imprensa local se
utilizou da categoria de progresso como forma de apropriação e entendimento das mudanças
pelas quais a cidade passava. Sob a ótica do estrangeiro (indivíduos a princípio estranhos ao
horizonte cultural local), revisitamos o mesmo momento, com o intuito de verificar outras
formas de construção da imagem da cidade que se modificava. Por fim, recorremos a outras
formas de interpretações construídas sobre este mesmo recorte temporal, desta vez, porém, na
perspectiva das narrativas históricas desenvolvidas pelo periodismo local não só durante o
período analisado, mas também posteriormente, no decorrer da década de 1970. Com isso
visamos demonstrar como o processo de modernização se tornou não só um evento histórico
vivenciado localmente, mas também uma forma de articulação e compreensão da própria
experiência temporal.
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Thomas, Lauren Desiree. "Preparing and Progressing: A Narrative Study of Optics and Photonics Graduate Students' Identity-Trajectory." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/70874.
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Identity development, through time, of graduate students is a topic understudied in most disciplines, and completely unstudied in optics and photonics. As a physical science and engineering discipline with blossoming scientific value, optics and photonics is growing a small number of graduate programs. With this growth, a more in depth and detailed understanding of the exposure, recruitment, development and enrollment experiences of those students are needed. Identity-trajectory offers a promising theoretical framework to understand academic and professional development of professionals through time and has been shown to be reliable in many social science and humanities disciplines. The narrative methodology is emerging in use and acceptance within the engineering education research community. The provoking combination of a growing discipline, a theoretical framework with little prior application in physical science and engineering, with a creative methodology were intentionally selected for this study.
A semi-structured interview protocol was developed to prompt participants through a reflective description of their academic and professional development. Twenty-five current and recent graduate students from nine degree granting optics and photonics graduate programs participated in the study. In addition to participating in the interview, averaging about forty-five minutes, participants submitted a curriculum vita in advance of the interview. Both the interview and the vita provide the primary data used in this study. Interview transcripts were coded with the theory of identity-trajectory's three strands: intellectual development, institutional influence and network.
The findings are grouped into pre-graduate training and graduate development experiences. Considering pre-graduate training, research experience as an undergraduate facilitates future decisions and access to graduate education. For graduate students, the structural experience within the graduate program, specifically related to research, facilitate progress through the program and beyond. The graduate program experience generally prepares students for academic research, but not the broader career pathways that students seek and eventually follow. All of these findings center on the laboratory, as the conduit for developing undergraduates to graduate students, and graduate students to professionals; the experience within the laboratory frames identity-trajectory throughout undergraduate and graduate experiences. These findings were used to provide strategies for departments, faculty and students in these fields, but are applicable in similarly structured disciplines.<br>Ph. D.
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Osmun, William R. "Hiring the “Other”—A Biographical Narrative Inquiry of Progressive Human Resource Professionals." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1558953727028898.
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Vicuna, Emma. "Le parfum des mots : étude phénoménologique de la trame olfactive dans trois romans de Lise Tremblay." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/33158.
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Cette thèse de maîtrise est une analyse thématique des odeurs telles qu’elles se présentent dans les trois premiers romans de l’écrivaine québécoise Lise Tremblay : L’hiver de pluie (1990), La pêche blanche (1994) et La danse juive (1997). Ses principaux objectifs sont d’abord l’analyse du thème de l’olfaction présent dans ces trois romans puis sa mise en relation subséquente avec la progression narrative du texte. Pour le cadre théorique, nous avons recours à l’approche phénoménologique de Gaston Bachelard. Ce travail veut démontrer de quelles manières les manifestations olfactives épousent la trajectoire intime des héros. À partir des résultats obtenus par l’étude des œuvres de Lise Tremblay, nous voulons jeter les bases d’un outil de classification des odeurs pouvant trouver sa mise en application à d’autres corpus littéraires.
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DiStefano, Michelle L. "The Roots of the Discipline of Public Administration: A Narrative Analysis of Progressive Era Chicago." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1568892007693247.
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Dornyei, Zoltan. "Progressive creation and the struggles of humankind in the Bible : an experiment in canonical narrative interpretation." Thesis, Durham University, 2017. http://etheses.dur.ac.uk/12016/.
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This thesis employs a canonical narrative approach to examine two distinct themes, divine creation and humankind’s struggles, and their relationship to each other. It is proposed that the biblical accounts describe creation as a gradual transformation process that will culminate in the fulfilment of new creation, and this progressive creational perspective links the origins of the various hardships that humans have been facing to the transitional nature of their creatureliness and, more generally, to the imperfect state of the initial created order of the material world. It is then argued that humankind’s plight has been further exacerbated by the interference of hostile spiritual forces led by the śāṭān-turned-Satan that were intent on thwarting God’s creative work and so became increasingly locked into subversive activities aimed at turning humans away from God. After analysing the process of material creation presented in Genesis 1–2, the canonical narrative of the thesis addresses the deterioration of the created order leading up to the Flood, followed by the description of a series of divine interventions aimed at transforming humanity into citizens of God’s eschatological kingdom. The discussion considers the postdiluvian transformation process in terms of three broad stages: the new beginning after the purging of the Flood; the raising of the Israelites as a “a priestly kingdom and a holy nation” (Exod 19:6); and the new creation inaugurated by Jesus Christ’ incarnation, life, death and resurrection. In exploring this progression, the narrative threads together a series of diverse topics, including Job’s testing and the calling of Abraham; the release of the Law and the composition of the Jewish canon of Scripture; the incarnation, temptations and atoning work of Christ; the inaugurated kingdom of God and the making of disciples; and the indwelling Spirit and human transfiguration. A distinctive feature of the biblical canon is that its readers are themselves part of the unfolding process of creation, and the Scriptures acknowledge this special audience perspective by including specific assignments for believers – for example, to celebrate the Eucharist, to pray the Lord’s Prayer and to fulfil the Great Commission – as well as extensive instructions on how they should conduct themselves in the face of the difficulties they are bound to encounter. The final part of the thesis examines this practical dimension of the Bible, with Chapter 7 considering specific strategies mentioned in the canon as potential ways of dealing with three pronounced facets of human vulnerability: corporeality, sociality and spiritual corruptibility, which broadly correspond to the traditional understanding of the temptations of the flesh, the world and the devil, respectively.
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Afonso, Manoela. "Progressão curricular em língua portuguesa para o ensino fundamental : anos iniciais: agrupamento do narrar /." Bauru, 2016. http://hdl.handle.net/11449/152929.
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Orientador: Rosa Maria Manzoni<br>Banca: Eliana Merlin Deganatti de Barros<br>Banca: Jair Lopes Junior<br>Resumo: A melhoria da qualidade do ensino público nacional é uma demanda em nosso país. Com o objetivo de investigar de que modo sequências didáticas em progressão curricular desenvolvem as capacidades de linguagem no ensino e e na aprendizagem da língua portuguesa no Ensino Fundamental - Anos Finais, no trabalho com gêneros da arte sequencial, este trabalho desenvolveu uma progressão curricular para estudantes da rede pública paulista. O aporte teórico baseou-se nos pressupostos de Bakthin (2006, 2009), Bronckart (2003,2006) e Schneuwly e Dolz (2004), fundamentando a organização de sequências didáticas com gêneros textuais do agrupamento do narrar, na perspectiva da pesquisa do tipo pesquisa-ação (THIOLLENT, 2009). Mobilizando as capacidades de linguagem para promover a aprendizagem da língua, a pesquisa realizou intervenções junto a estudantes, as quais geraram produções textuais escritas como dados resultantes. Os resultados obtidos por meio do desenvolvimento do projeto de ensino verificaram que o trabalho com foco nas capacidades de linguagem situa problemas de aprendizagem e direciona o planejamento docente a fim de superar dificuldades detectadas. O levantamento dos dados valida didaticamente o procedimental utilizado, justificando a proposta da progressão curricular como meio para ampliar a aprendizagem dos estudantes no ciclo dos anos finais do Ensino Fundamental. Este trabalho faz parte dos requisitos do Programa de Pós Graduação Mestrado Profissional Docência para a Educação Básica para a obtenção do título do mestre, tendo sido preparado um produto destinado aos professores de Língua Portuguesa dos Anos Iniciais do Ensino Fundamental, que se encontra disponível como proposta de trabalho, compondo um Caderno Pedagógico. Este Produto é, também, um dos requisitos deste Programa de Pós-Graduação... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: The improvement in the quality of the national public education is something urgent in our country. With the purpose of investigating the way teaching sequences in curriculum progression develop the language skills in teaching and learning Portuguese in the Ensino Fundamental - Anos Finais -; wich works concerning genres of sequential art-; this essay developed a curriculum progression for students from state of São Paulo public school. The whole theory was based on the assumptions of Bakthin (2006-2009), Bronckart (2003-2006). Schneumly and Dotz (2004), basing the organization of teaching sequences with textual genres from narration groups, on the perspective of research-actions (THIOLLENT, 2009). Mobilizing the teaching skills to promote the learning of the language, the research carried out interventions together with the students which conceived written textual productions analyzed as resultant data. The results obtained through the teaching project verified that the work focusing on the language skills identified learning problems and heads the teaching planning with the purpose of overcoming the difficulties detected. The survey validates didactically the procedures used, justifying the proposal of curriculum progression as a way to ensure students learning at the end of cycle of Ensino Fundamental. This essay is part of the Post Graduation Requirements Program Professional Master Degree for the Basic Education for obtaining the master's title, having been prepared a product addressed to the Portuguese teachers that is available as a proposal of work, consisting in a Pedagogical Notebook. This product is also one of the requirements of this program of Post Graduation... (Complete abstract electronic acess below)<br>Mestre
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Afonso, Manoela. "Progressão curricular em língua portuguesa para o ensino fundamental – anos finais: agrupamento do narrar." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/152929.
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Previous issue date: 2016-02-27<br>A melhoria da qualidade do ensino público nacional é uma demanda em nosso país. Com o objetivo de investigar de que modo sequências didáticas em progressão curricular desenvolvem as capacidades de linguagem no ensino e na aprendizagem da língua portuguesa no Ensino Fundamental – Anos Finais, no trabalho com gêneros da arte sequencial, este trabalho desenvolveu uma progressão curricular para estudantes da rede pública paulista. O aporte teórico baseou-se nos pressupostos de Bakhtin (2006, 2009), Bronckart (2003; 2006) e Schneuwly e Dolz (2004), fundamentando a organização de sequências didáticas com gêneros textuais do agrupamento do narrar, na perspectiva da pesquisa do tipo pesquisa-ação (THIOLLENT, 2009). Mobilizando as capacidades de linguagem para promover a aprendizagem da língua, a pesquisa realizou intervenções junto a estudantes, as quais geraram produções textuais escritas analisadas como dados resultantes. Os resultados obtidos por meio do desenvolvimento do projeto de ensino verificaram que o trabalho com foco nas capacidades de linguagem situa problemas de aprendizagem e direciona o planejamento docente a fim de superar dificuldades detectadas. O levantamento dos dados valida didaticamente o procedimental utilizado, justificando a proposta da progressão curricular como meio para ampliar a aprendizagem dos estudantes no ciclo dos anos finais do Ensino Fundamental. Este trabalho faz parte dos requisitos do Programa de Pós-Graduação Mestrado Profissional Docência para a Educação Básica para a obtenção do título de mestre, tendo sido preparado um produto destinado aos professores de Língua Portuguesa dos Anos Finais do Ensino Fundamental, que se encontra disponível como proposta de trabalho, compondo um Caderno Pedagógico. Este Produto é, também, um dos requisitos deste Programa de Pós-Graduação, indissociável da Dissertação, que o fundamenta teoricamente.<br>The improvement in the quality of the national public education is something urgent in our country. With the purpose of investigating the way teaching sequences in curriculum progression develop the language skills in teaching and learning Portuguese in the Ensino Fundamental – Anos Finais -; with works concerning genres of sequential art-; this essay developed a curriculum progression for students from state of São Paulo public school. The whole theory was based on the assumptions of Bakhtin (2006 - 2009), Bronckart (2003 - 2006), Schneuwly and Dolz (2004), basing the organization of teaching sequences with textual genres from narration groups, on the perspective of research - actions (THIOLLENT, 2009). Mobilizing the teaching skills to promote the learning of the language, the research carried out interventions together with the students which conceived written textual productions analyzed as resultant data. The results obtained through the teaching project verified that the work focusing on the language skills identified learning problems and heads the teaching planning with the purpose of overcoming the difficulties detected. The survey validates didactically the procedures used, justifying the proposal of curriculum progression as a way to ensure students` learning at the end of cycle of Ensino Fundamental. This essay is part of the Post Graduation Requirements Program Professional Master Degree for the Basic Education, for obtaining the master´s title, having been prepared a product addressed to the Portuguese teachers that is available as a proposal of work, consisting in a Pedagogical Notebook. This product is also one of the requirements of this program of Post Graduation, inseparable from the dissertation thesis, where the theory is based on.
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Ascienzo, Sarah A. "A MIXED METHODS ANALYSIS OF GENDER DIFFERENCES IN SYMPTOM PROGRESSION AND TRAUMA NARRATIVES DURING TRAUMA-FOCUSED COGNITIVE BEHAVIORAL THERAPY." UKnowledge, 2018. https://uknowledge.uky.edu/csw_etds/21.
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An alarming portion of youth experience traumatic events during childhood, and there is a robust body of literature documenting the adverse consequences of trauma exposure on the developing child. Fortunately, numerous empirically-supported phase-based interventions have been developed for youth that target the deleterious effects of trauma. While several of these interventions have demonstrated symptom reduction from the baseline to completion of treatment, much less is known regarding the trajectory of posttraumatic stress symptoms (PTSS) during the course of treatment. Information in this regard may have important implications for service delivery and help to illuminate the mechanisms of change responsible for treatment outcomes. Furthermore, gender-related differences in the prevalence and expression of PTSS following trauma exposure have been observed, but the reasons for these differences is unclear and there is a paucity of research concerning whether boys and girls may progress differently through trauma-focused treatment. As a result, the aims of this study were to (1) examine the progression of PTSS during the various components of Trauma-Focused Cognitive Behavioral Therapy (TF-CBT); (2) assess whether symptoms progress differently for males and females; (3) examine whether (a) sexual abuse history or (b) age moderates any gender-related symptom differences identified; and (4) explore the trauma narratives of boys and girls.
This study utilized an embedded sequential mixed methods design. For the quantitative strand, aggregate scores on the UCLA Posttraumatic Stress Disorder Reaction Index (UCLA PTSD-RI) were mapped for the entire sample and then according to gender at baseline, during various components of TF-CBT, and at termination among a sample (N = 138) of polyvictimized youth ages 7-18 who completed TF-CBT at a university-based child trauma treatment clinic. Mixed Analysis of Variance (ANOVA) analyses were conducted for each of the outcome measures (UCLA-PTSD RI overall, arousal, avoidance, and intrusion scores) to examine whether there were symptom differences between males and females from baseline to completion of TF-CBT, and 2 X 2 full factorial ANOVAs were conducted to determine whether sexual violence history or age moderated the relationship between gender and symptom severity during any phase of TF-CBT. For the qualitative strand, trauma narratives (N = 16) completed during TF-CBT were analyzed through the use of thematic analysis.
Findings revealed that males and females reported differences in PTSS symptoms from baseline to termination of treatment, and during various phases of treatment. Additionally, thematic analysis of the trauma narratives augmented findings from the quantitative strand and revealed variations in the narratives of males and females. Although further investigation is warranted, study findings help to further understand the complex interplay between gender and the progression of PTSS during treatment. Implications for practice, policy and social work education are discussed.
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Gouaux, Laurence. "La "forme progressive" dans l'oeuvre de Eudora Welty : problèmes contrastifs ̀." Bordeaux 3, 2003. http://www.theses.fr/2003BOR30030.
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Partant du principe que BE + ING participe à la structuration linguistique et sémantique de l'œuvre de Eudora Welty (écrivain contemporain du Sud des États-Unis), nous montrerons quelles sont les démarches énonciatives mises en œuvre lors de la traduction de BE + ING en français. Nous prendrons pour cela appui sur les théories linguistiques contemporaines de la grammaire de l'énonciation, de la grammaire cognitive, ainsi que sur les analyses narratologiques de Barthes et de Genette. Chemin faisant, nous mettrons en avant les utilisations de BE + ING propres à l'auteur. Nous étudierons d'abord les contrastes anglais / français liés aux temps et à l'aspect BE + ING dans deux romans Delta Wedding et The Ponder Heart. Puis, dans une deuxième partie, nous nous consacrerons à l'étude de BE + ING et des niveaux énonciatifs dans : The Robber Bridegroom, Delta Wedding, The Ponder Heart et The Optimsit's Daughter. Nous étudierons la façon dont BE + ING et chacun de ses composants BE et ING structurent ces œuvres en dégageant les valeurs associées à chacun de ces marqueurs dans ces romans. Les démarches énonciatives des traducteurs seront à nouveau envisagées. Puis, dans une troisième partie, nous nous consacrerons plus spécialement à BE + ING et à " l'intuition de l'instant " (expression que nous empruntons au philosophe Gaston Bachelard), ce qui nous amènera à nous interroger sur la propre valeur métaphorique de BE + ING. Nous étudierons aussi plusieurs extraits de Losing Battles pour lesquels nous proposerons nos propres traductions commentées, puisqu'il n'en existe pas à l'heure actuelle. Nous terminerons par l'étude de BE + ING et de sa traduction dans deux nouvelles de Eudora Welty<br>Working on the assumption that BE + ING partakes of the linguistic and semantic structuring of Eudora Welty's fiction (a contemporary American writer of the South), we shall consider the enunciative strategies which are at work when translating BE + ING into French. The linguistic theories of enunciative and cognitive grammar will therefore serve as a framework for our study, along with Barthes's and Genette's theories. On the way, we shall put forward the uses of BE + ING which are proper to the author. First, we shall contrast Delta Wedding and The Ponder Heart with their French translations, focusing on the various tenses and aspects used. Second, we shall study the enunciative levels in relation with BE + ING's realizations in Delta Wedding, The Ponder Heart and The Optimist's Daughter, which will lead us to consider the values associated to "BE" on the one hand, and "ING" on the other hand. Again, the translators' enunciative strategies will be put into light. Thirdly, we shall dedicate ourselves to the study of BE + ING in relation with what the philosopher Gaston Bachelard has called "the intuition of the moment", thus we shall probe into BE + ING's possible metaphorical value. We shall also consider some excerpts from Losing Battles for which we shall offer our own commented translations (it has not been translated into French yet). Finally, we shall study two short stories by Eudora Welty, as well as their translations
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Bertrand, Nicolas. "L’ordre des mots chez Homère : structure informationnelle, localisation et progression du récit." Thesis, Paris 4, 2010. http://www.theses.fr/2010PA040249.
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Dans ce travail, j’étudie les principes de l’ordre des mots en grec homérique. Comme en prose classique, le principe fondamental est que les constituants sont alignés en fonction de la structure informationnelle (SI) de l’énoncé, c’est-à-dire de l’expression des relations de topique et de focus. Les expressions topiques sont différenciées selon qu’elles sont ratifiées ou non. Quant au focus, deux constructions peuvent être identifiées : une construction à focus restreint, dans laquelle l’unique expression dans le focus est placée immédiatement avant le verbe, et une construction à focus large, où le verbe éventuellement suivi d’autres éléments constitue un domaine focal ; celui-ci peut recevoir une interprétation large ou restreinte sur son dernier élément. Après avoir décrit l’expression de la SI dans la clause et les contextes d’emploi des différentes constructions, on en explore les marges (positions pré- et postclausales), et on montre que la construction des interrogatives se fait à travers un enchâssement de propositions dotées d’une SI propre. La partition prosodique de l’énoncé, telle qu’elle se révèle à travers la position des postpositifs et des expressions de topique ratifié, est mise à profit dans la démonstration. Puis, après une étude de l’hyperbate en grec classique et homérique, je montre que la tmèse est, chez Homère, un procédé de pseudo-incorporation nominale. Enfin, cette étude linguistique sert de base à une réévaluation de l’enjambement chez Homère et à l’étude d’un trope de la poésie homérique (le σῆμα narratif), qui consiste à placer un mot (par exemple kalós ou stê/éstē) en position initiale dans le vers pour jalonner la progression du récit<br>In this thesis, I study the principles of word order in Homeric Greek. As it is the case in classical prose, the fundamental principle consists in aligning constituents according to the information structure (IS) of the utterance, i.e. the expression of topic and focus relations. Topic expressions differ in their ratification status. As for focus, two constructions may be identified : a narrow focus construction, where the only element in the focus is placed immediately before the verb, and a broad focus construction, where the verb, optionally followed by other focal elements, builds up a focus domain ; the construal of this domain may be broad or narrow on its last element. Having described the expression of IS in the clause and the various contexts in which the different constructions occur, I explore the margins of the clause (pre- and postclausal positions), and I show that questions embed propositions with their own IS. In the demonstration, I make use of the prosodic partitioning of the utterance, as indicated by the position of postpositives and ratified topic expressions. Then, after studying hyperbaton in Classical and Homeric Greek, I show that tmesis, in Homer, is a kind of pseudo noun incorporation. Finally, building on this linguistic study, I reevaluate Homeric enjambment and try to identify a trope of Homeric poetry (narrative σῆμα), whereby a word (like kalós or stê/éstē) is placed in initial position in the line in order to mark the progression of the narrative
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Gonçalves, Sérgio Campos [UNESP]. "O Brasil entre a história narrativa e a história analítica (1840-1870): civilização, progresso e desenvolvimento." Universidade Estadual Paulista (UNESP), 2015. http://hdl.handle.net/11449/134157.
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000857767.pdf: 1566712 bytes, checksum: 99fc463d43acb0eda4a0b45f21c84226 (MD5)<br>No século XIX, a composição intelectual do Brasil deu-se, notadamente, por meio de uma narrativa histórica impregnada pelo conceito de civilização, fundamentada em uma concepção teleológica da história e amparada no projeto moderno ocidental-europeu - a esse padrão discursivo chamamos de narrativa histórica oitocentista. Entretanto, a partir do advento da República e das primeiras décadas do século XX, diante do deslanche da Europa e dos Estados Unidos e do fracasso do Brasil na realização de tal projeto, vários intelectuais brasileiros promoveram decomposições analíticas do Brasil com a intenção de compreender e apontar soluções para o problema do atraso do país - isso inaugurou um movimento intelectual que ficaria conhecido como pensamento social brasileiro. Assim, da narrativa histórica oitocentista ao pensamento social brasileiro há um contraste de dois padrões, de duas formas de se pensar o Brasil e de se escrever sua história. Este estudo procura compreender como se deu a mudança de um padrão ao outro no discurso historiográfico produzido entre 1840 e 1870. Para isso, busca-se entender o estatuto de verdade e as estratégias retóricas em obras de história do Brasil e de análises históricas do país por meio da descrição da estrutura lógica dos constructos historiográficos, observando as regularidades entre os enunciados, a produção de conceitos, as escolhas temáticas e as formulações teóricas. Desse modo, trata-se de um trabalho multidisciplinar que utiliza saberes dos campos da teoria e história da historiografia, da teoria da literatura e da filosofia para compreender (a) como se pensou a história sobre o Brasil no período e de qual pensamento se serviu o historiador para escrevê-la, (b) os elementos linguísticos, padrões discursivos e estruturas narrativas da escrita de história do Brasil e (c) a construção lógica do sentido do Brasil por meio da escrita de sua história,...<br>In the Nineteenth Century, the intellectual composition of Brazil took place notably through a historical narrative permeated by the concept of civilization, based on a teleological concept of history and on the Western-European modern design - a discursive pattern that we call nineteenth-century historical narrative. However, from the advent of the Republic and the first decades of the Twentieth Century, before the boom in Europe and the United States and the Brazil's failure in carrying out such project, several Brazilian intellectuals promoted analytical breakdowns of Brazil with the intention of understanding and point out solutions to the problem of backwardness of the country - this inaugurated an intellectual movement that became known as the Brazilian social thought. Thus, there is a contrast of two patterns from the nineteenth-century historical narrative to the Brazilian social thought, and two ways of thinking Brazil and of writing its history. This study seeks to understand how the change from a pattern to another took place in the historiographical discourse produced between 1840 and 1870. In order to do that, we seek to understand the establishment of truth and the rhetorical strategies in works of history of Brazil and in historical analysis of the country through the description of the logical structure of historiographical constructs, observing the regularities between the statements, the concepts production, the thematic choices and the theoretical formulations. Therefore, this is a multidisciplinary work that uses knowledge of the fields of theory of history, historiography, theory of literature and philosophy to apprehend (a) how the story about Brazil was thought in the period and which ideas served the historians who wrote it, (b) the linguistic elements, discursive patterns and narrative structures of the writing of the history of Brazil and (c) the logical construction of sense of Brazil through the writing of its..<br>En el siglo XIX, la composición intelectual de Brasil se llevó a cabo, en particular a través de una narrativa histórica imbuido del concepto de civilización, basada en una concepción teleológica de la historia y apoyó el diseño de hoy en Europa occidental - este patrón discursivo que llamamos narrativa histórica del siglo XIX. Sin embargo, desde el advenimiento de la República y las primeras décadas del siglo XX, antes del auge en Europa y de los Estados Unidos y del fracaso de Brasil en la realización de un proyecto de este tipo, varios intelectuales brasileños celebraron desgloses analíticos de Brasil con la intención de comprender y indicar soluciones al problema del atraso del país - con ese se inauguró un movimiento intelectual que se conoció como el pensamiento social brasileño. Por lo tanto, desde la narrativa histórica del siglo XIX hasta el pensamiento social brasileño hay un contraste de dos modelos, dos formas de pensar el Brasil e de escribir su historia. Este estudio busca entender cómo fue el cambio de un estándar a otro en el discurso historiográfico producido entre 1840 y 1870. Para ello, buscamos entender lo estatuto de verdad y las estrategias retóricas en obras de historia de Brasil y en el análisis histórico del país a través de la descripción de la estructura lógica de las construcciones historiográficas, la observación de las regularidades entre las enunciaciones, los conceptos de producción, las opciones temáticas y las formulaciones teóricas. Consiguientemente, esta es una obra multidisciplinar que utiliza el conocimiento de los campos de la teoría de la historia, de la historiografía, de la teoría literaria y de la filosofía para comprender (a), ya que se pensaba que la historia de Brasil en el período y qué pensamiento se sirve el historiador escribirlo, (b) los elementos lingüísticos, patrones discursivos y estructuras narrativas de la escritura de la historia de...
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Gonçalves, Sérgio Campos. "O Brasil entre a história narrativa e a história analítica (1840-1870) : civilização, progresso e desenvolvimento /." Franca, 2015. http://hdl.handle.net/11449/134157.
Full textAbstract:
Orientador: Ana Raquel Marques da Cunha Martins Portugal<br>Coorientador: Marília Librandi Rocha<br>Banca: Dora Isabel Paiva da Costa<br>Banca: Pedro Geraldo Saadi Tosi<br>Banca: Arthur Oliveira Alfaix Assis<br>Banca: Marcelo De Mello Rangel<br>Resumo: No século XIX, a composição intelectual do Brasil deu-se, notadamente, por meio de uma narrativa histórica impregnada pelo conceito de civilização, fundamentada em uma concepção teleológica da história e amparada no projeto moderno ocidental-europeu - a esse padrão discursivo chamamos de narrativa histórica oitocentista. Entretanto, a partir do advento da República e das primeiras décadas do século XX, diante do deslanche da Europa e dos Estados Unidos e do fracasso do Brasil na realização de tal projeto, vários intelectuais brasileiros promoveram decomposições analíticas do Brasil com a intenção de compreender e apontar soluções para o problema do "atraso" do país - isso inaugurou um movimento intelectual que ficaria conhecido como pensamento social brasileiro. Assim, da narrativa histórica oitocentista ao pensamento social brasileiro há um contraste de dois padrões, de duas formas de se pensar o Brasil e de se escrever sua história. Este estudo procura compreender como se deu a mudança de um padrão ao outro no discurso historiográfico produzido entre 1840 e 1870. Para isso, busca-se entender o estatuto de verdade e as estratégias retóricas em obras de história do Brasil e de análises históricas do país por meio da descrição da estrutura lógica dos constructos historiográficos, observando as regularidades entre os enunciados, a produção de conceitos, as escolhas temáticas e as formulações teóricas. Desse modo, trata-se de um trabalho multidisciplinar que utiliza saberes dos campos da teoria e história da historiografia, da teoria da literatura e da filosofia para compreender (a) como se pensou a história sobre o Brasil no período e de qual pensamento se serviu o historiador para escrevê-la, (b) os elementos linguísticos, padrões discursivos e estruturas narrativas da escrita de história do Brasil e (c) a construção lógica do sentido do Brasil por meio da escrita de sua história,...<br>Abstract: In the Nineteenth Century, the intellectual composition of Brazil took place notably through a historical narrative permeated by the concept of civilization, based on a teleological concept of history and on the Western-European modern design - a discursive pattern that we call nineteenth-century historical narrative. However, from the advent of the Republic and the first decades of the Twentieth Century, before the boom in Europe and the United States and the Brazil's failure in carrying out such project, several Brazilian intellectuals promoted analytical breakdowns of Brazil with the intention of understanding and point out solutions to the problem of "backwardness" of the country - this inaugurated an intellectual movement that became known as the Brazilian social thought. Thus, there is a contrast of two patterns from the nineteenth-century historical narrative to the Brazilian social thought, and two ways of thinking Brazil and of writing its history. This study seeks to understand how the change from a pattern to another took place in the historiographical discourse produced between 1840 and 1870. In order to do that, we seek to understand the establishment of truth and the rhetorical strategies in works of history of Brazil and in historical analysis of the country through the description of the logical structure of historiographical constructs, observing the regularities between the statements, the concepts production, the thematic choices and the theoretical formulations. Therefore, this is a multidisciplinary work that uses knowledge of the fields of theory of history, historiography, theory of literature and philosophy to apprehend (a) how the story about Brazil was thought in the period and which ideas served the historians who wrote it, (b) the linguistic elements, discursive patterns and narrative structures of the writing of the history of Brazil and (c) the logical construction of sense of Brazil through the writing of its..<br>Resumen: En el siglo XIX, la composición intelectual de Brasil se llevó a cabo, en particular a través de una narrativa histórica imbuido del concepto de civilización, basada en una concepción teleológica de la historia y apoyó el diseño de hoy en Europa occidental - este patrón discursivo que llamamos narrativa histórica del siglo XIX. Sin embargo, desde el advenimiento de la República y las primeras décadas del siglo XX, antes del auge en Europa y de los Estados Unidos y del fracaso de Brasil en la realización de un proyecto de este tipo, varios intelectuales brasileños celebraron desgloses analíticos de Brasil con la intención de comprender y indicar soluciones al problema del "atraso" del país - con ese se inauguró un movimiento intelectual que se conoció como el pensamiento social brasileño. Por lo tanto, desde la narrativa histórica del siglo XIX hasta el pensamiento social brasileño hay un contraste de dos modelos, dos formas de pensar el Brasil e de escribir su historia. Este estudio busca entender cómo fue el cambio de un estándar a otro en el discurso historiográfico producido entre 1840 y 1870. Para ello, buscamos entender lo estatuto de verdad y las estrategias retóricas en obras de historia de Brasil y en el análisis histórico del país a través de la descripción de la estructura lógica de las construcciones historiográficas, la observación de las regularidades entre las enunciaciones, los conceptos de producción, las opciones temáticas y las formulaciones teóricas. Consiguientemente, esta es una obra multidisciplinar que utiliza el conocimiento de los campos de la teoría de la historia, de la historiografía, de la teoría literaria y de la filosofía para comprender (a), ya que se pensaba que la historia de Brasil en el período y qué pensamiento se sirve el historiador escribirlo, (b) los elementos lingüísticos, patrones discursivos y estructuras narrativas de la escritura de la historia de...<br>Doutor
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Salvatori, Paul. "Autonomy and the Future." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20274.
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This thesis introduces the idea of progressive autonomy, namely future-oriented self-governance, based on the pursuit of desired goals that one has established for oneself. As the thesis shows, focus on this sort of activity, as well as its value and importance, has been largely left out of the existing literature on autonomy. In contrast, this activity is central to progressive autonomy, which, as this thesis puts forth, enables the individual to actively determine the course of his life. Throughout the process, the individual is author of his own narrative, which, as the ongoing fulfillment of desired goals, he experiences as both meaningful and worthwhile.
The thesis does not frame the narrative of the progressively autonomous individual as merely a story or an account of events. Rather, it does so as a sequence events the progressively autonomous individual is directly responsible for bringing about, as well as concretely situated in. He is, in other words, part and parcel of his narrative, as opposed to, say, a novelist who physically stands apart from the events he imagines and writes.
Finally, the thesis demonstrates that, though the progressively autonomous individual is motivated by his own desires, he is more than just a pleasure seeker; he is strategically morally responsible. Such responsibility involves and is characterized by rejecting certain motives that undermine the actual achievement of desired goals, while affirming other motives that facilitate this achievement. This, as the thesis shows, renders the progressively autonomous individual more responsible than one who partakes in this rejection or affirmation, without regard to how either will impact one’s future.
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Riis-Pedersen, Ulrica. "Känner jag igen mig? : Etnisk identifikation i barnböcker sett ur ett retoriskt perspektiv." Thesis, Södertörns högskola, Institutionen för kommunikation, medier och it, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-9228.
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The purpose of this essay is to examine at how to portray characters in the stories and narratives which depicts one of these children's books and if they really have something to ethnicity and its identification to be done. The Research questions is: What are the different identification markers given, to the reading child in the books, which might indicate that the story depicts people of different ethnicities? How are the characters portrayed in the story and which role is assigned to the main character? What story is portrayed and is it relevant to an identifier can occur? The conclusions of the five children's books shows that it is important with identifications markers, to show that there are different ethnicities. For example the analysis revealed the specific features of the illustrations and how the books portrayes someone with a different ethnicity and cultural background as something exotic. In the texts, the analysis showed how it occurred ethnic differences, by explicitly demonstrating differences between the characters. It was found that the characters were produced mostly as good, happy, curious, suspicious and unsympathetic. Common to all the main characters was that they had been placed, in one for them unusual context and that they were trying to assimilate to the new situations. Depictions consisted of realism and fiction. What emerged here was that most of the stories themselves were not carrying identification purposes, most of the stories needed help with the identification markers from the illustrations, so that the reading child could understand the themes it was about. The methods used in the studies are narratology, semiotics and critical discourse analysis. In particular, I looked at the propositions, inferences, icon, index and symbol.
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Notarangelo, Joseph. "The California dream denied: Narrative strategy and the California labor dilemma." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2007.
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This thesis explores the relationship between differing interpretation of the California Dream and the narrative strategies through while [sic] they are expressed in three California labor novels during three different decades of California literature.
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Martucci, Maurício Dotto. "Dialogismo e tradução intersemiótica em Pink Floyd The Wall: luto e melancolia na Inglaterra do pós-guerra." Universidade Federal de São Carlos, 2010. https://repositorio.ufscar.br/handle/ufscar/5590.
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Previous issue date: 2010-09-10<br>The film Pink Floyd The Wall, adaptation to the cinema of the Pink Floyd´s concept album, tells the Pink´s story, a musician, that was born in England during the World War II final years, he had his father died in a battle and this fact start a process of depression and melancholy that culminate in his total apathy towards life. This research has its focus on the literary content of the songs from the original album, the aim is study the film formal structure, its differences, similarities and complementarities comparing to the album narrative, observing the translation and artistic recreation process from the album to the movie and also confirming the dialogical relations between the different problems, contextualization, languages and representations explored in this art piece.<br>O filme Pink Floyd The Wall, adaptação para o cinema do álbum conceitual da banda Pink Floyd, narra a história, desde a infância até sua completa alienação, do protagonista Pink, um músico nascido na Inglaterra nos anos finais da Segunda Guerra Mundial, cuja morte do pai durante a guerra lhe desencadeia um processo de depressão e melancolia que culmina em sua total apatia diante da vida. A presente pesquisa, tendo como foco o teor literário das canções do álbum original, tem por objetivo o estudo da estrutura formal do tecido fílmico, suas diferenças, semelhanças e complementaridades com a narrativa musical contida no álbum, observando e constatando os processos de tradução e recriação de uma obra para outra, além das relações dialógicas entre as diferentes problemáticas, contextualizações, linguagens e representações exploradas na obra.
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Frese, Alissa Michelle. "The Bronze Captive: American Identity Within the Mary Jemison Monument." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5952.
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Beginning with the first European colonists in the New World, captivity has been means of cultural exchange between whites and Native Americans. The narratives recounting the captives’ experiences became popular literature which inspired visual artists who reinterpreted the tales to coincide with their cultural needs. In the early twentieth century, progressive reformer, William Pryor Letchworth, hired artist Henry Kirke Bush-Brown to create a sculpture of captive Mary Jemison who, instead of returning to her natal culture, chose to stay among the Seneca becoming fully assimilated. Aligning with their progressive values, their perception of her character is reflected in the Mary Jemison Monument. The monument creates an image of the ideal woman, immigrant, and Native American who holds and practices white middle-class values of strength, independence, and determination. Exemplifying these American values, the sculpture accesses an American identity emphasizing the acceptance and practice of these supposedly American traits. Immigrants and Native Americans could become fully Americanized by adopting these characteristics and leaving their traditional ways behind. Contingent on their assimilation of white middle-class values, the perceived problems facing a diversified society could be eliminated. In so doing, a more harmonious America aligning with Letchworth’s beliefs could be created.
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Örulv, Linda. "Fragile identities, patched-up worlds : Dementia and meaning-making in social interaction." Doctoral thesis, Linköpings universitet, Hälsa och samhälle, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-11736.
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Denna avhandling fokuserar på det meningsskapande och begripliggörande som fortgår vid tilltagande demenssjukdom, i det sociala samspelet, och de utmaningar för demens-omsorgen som detta innebär. Studien är aktörsorienterad och adresserar frågan om hur personer med åldersrelaterade progressiva demenssjukdomar i den vardagliga kommuni-kationen söker förstå sina situationer, omgivningen och sina liv – alltsammans inom ra-men för det dagliga samspelet på ett demensboende. Av särskilt intresse är hur dessa per-soner hanterar problem som har att göra med att handla tillsammans med andra i en gemensamt delad värld och hitta sin roll i det pågående samspelet, och hur de etablerar och upprätthåller en identitet i detta samspel. Detta trots svåra minnesproblem, desorien-tering i tid och rum, olika sätt att förstå den pågående situationen samt svårigheter att be-rätta om sina liv på ett sätt som både stämmer överens med biografiska data och har en tillfredsställande temporal organisering. Avhandlingen adresserar också frågan om hur omsorgspersonalen kan hantera det komplexa samspelet mellan de boende i den dagliga omsorgen, med avseende på att upprätthålla och respektera dessa personers värdighet. Studien ansluter till en växande tradition av att studera interaktion vid demens som meningsbaserad och situerad i en kontext snarare än enbart som beteende som orsakas av kognitiva svårigheter. Metodologiskt är studien etnografisk och bygger på observationer fördelade över en tidsperiod av sex månader. Materialet, som består av ca 150 h videoma-terial och kompletterande fältanteckningar, möjliggör att samspelet studeras både i detalj och i relation till det större sammanhang som det ingår i. Studien visar på kvarvarande kompetenser och bidrar med ny kunskap om strategier som personerna med demens använder sig av i ett aktivt, kreativt och på många sätt ratio-nellt meningsskapande i det sociala samspelet med andra människor. Detta diskuteras i termer av resurser för demensomsorgen i relation till den stora utmaning som det innebär att lappa ihop och upprätthålla en begriplig och socialt delad värld, samt upprätthålla kon-tinuitet med personernas livshistorier på ett sätt som möjliggör en önskad identitet.<br>This thesis focuses on the identity work and the meaning- or sense-making that continue in the face of evolving dementia diseases, in social interaction, and the challenges for care this involves. The study adopts an actor-oriented approach and addresses the question of how persons with age-related progressive dementia diseases in everyday communication make sense of their situations, their surroundings, and their lives – all within the context of daily life in residential care. Of particular interest is how these persons handle issues of joint action in a shared world and how they establish and maintain an identity in the inte-raction. This is in spite of severe memory problems, disorientation in time and space, dif-fering understandings of the current situation, and difficulties in telling “accurate” and temporally ordered stories about their lives. The thesis also addresses the question of how caregivers may handle the complex interplay between residents in daily care, in maintain-ing and respecting these persons’ dignity. The study follows a growing tradition of studying interaction in dementia as mean-ing-based and situated in a context rather than merely as behavior caused by cognitive impairment. Methodologically, this is an ethnographic study based on observations made within a period of six months. The data consist of around 150 hours of video recordings and complementary field notes. This extensive material has made it possible to study the social interaction both in detail and situated in a larger context. The findings point to remaining competences and strategies that persons with demen-tia use actively and creatively in the ongoing interaction – and, given the premises, often in a rational way. This is discussed in terms of resources for dementia care, in relation to the great challenge of patching up and putting together a comprehensive socially shared world as well as maintaining continuity with the persons’ previous life histories in a way that preserves a positive self-identity.
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Surcouf, Christian. "L'opposition Imparfait/Passé simple : approche théorique et application didactique par le film en français langue étrangère." Phd thesis, Université de Grenoble, 2007. http://tel.archives-ouvertes.fr/tel-00660876.
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Cette thèse aborde l'opposition Imparfait/Passé simple d'un point de vue théorique puis didactique en FLE. En premier lieu sont envisagés les paramètres temporels de la communication langagière, menant à la définition de la situation élémentaire d'interaction verbale, socle de notre réflexion. Dans la continuité de KLEIN (1994) et de GOSSELIN (1996), les temps verbaux sont appréhendés en termes de relations temporelle et aspectuelle, combinant les intervalles d'énonciation, de référence et de procès. Nous envisageons l'intervalle de référence comme un espace mental (FAUCONNIER 1984) susceptible de recouvrir trois réalités selon qu'il est défini de façon positive (espace mental de base), négative (espace mental alternatif), ou autonome (espace mental autonome) par rapport au repérage spatiotemporel de la situation élémentaire d'interaction verbale. Une répartition systémique des tiroirs verbaux de l'indicatif est alors proposée. Après un examen de l'aspect grammatical et lexical, nous envisageons l'organisation des plans dans le texte en nous inspirant de HOPPER & THOMPSON (1980) et COMBETTES (1992). Sont ainsi mises en évidence des corrélations entre, d'une part, premier plan, Passé simple et consécution, et d'autre part, arrière-plan, Imparfait et simultanéité. À l'issue de cet examen théorique, nous exposons certaines des correspondances entre les stratégies linguistiques, narratologiques et cinématographiques servant à l'expression de la simultanéité et de la consécution dans les récits écrit et filmique. Nous proposons ensuite un ensemble d'activités pédagogiques basées sur l'image filmique pour faciliter l'apprentissage en FLE de l'opposition Imparfait/Passé simple.
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Chen, Mei-chun, and 陳美君. "Analyzing Coherence in EFL Learners' Narrative and Expository Essays Using Given-New Progression." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/49854963950499589370.
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碩士<br>國立彰化師範大學<br>英語學系<br>100<br>Previous studies of coherence mostly focus on either cohesion (e.g. Cai, 2010; Tseng, 2009) or topical structure (e.g. Cao, 2002; Chi, 2004). Little attention has been given to information progression. This study aims to explore EFL learners’ information progression patterns and coherence breaks in narrative and expository writing from the perspective of given-new progression. Two intact classes of 63 Taiwanese senior high school students undertook two in-class writing tasks, i.e., narrative and expository essay writing. The essays were analyzed based on Nwogu’s (1995) taxonomy of given-new progression. The results showed that parallel and extended parallel progressions predominate in the participants’ narrative essays, while sequential and extended sequential progressions predominate in their expository essays. With regard to the coherence breaks found in both text types, a number of them seem attributable to the first language transfer. The frequencies of both the new-given coherence breaks and the total coherence breaks in the expository essays were significantly higher than those in the narrative essays. To conclude, this study casts new light on the patterns of information progression and the causes of coherence breaks in Taiwanese EFL learners’ two types of writing.
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Huang, I.-Wei, and 黃奕偉. "The Career Transition Progression of Chinese Christian— A Narrative Research Based on Interpretative Phenomenology." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/16046442800909127456.
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碩士<br>東海大學<br>宗教研究所<br>100<br>This research set career transition for the scene of the value conflict. We hope to explore the interaction between Chinese’s achievement view and Christian value by investigating Chinese Christian career transition process.
We choose two opposite cases that can offer abundant information to be the research participants with purposive sampling, and analyze their career transition with narrative research methods, and base on interpretative phenomenology to deepen our understanding and applications of the narrative analysis. The research suggests that as for the practical aspect, the narrative research process must involve interpretation, and in terms of attention to sequence, language emphasis, and focus on the researcher in methodology, interpretative phenomenology should be the basis of narrative constructivism.
This research observed that in the progress of career transition, Chinese Christian’s world view has those characteristics listed as follows:
1. As for the origin: On the foundation of Chinese achievement orientation, and by participating church activities, one may build up his fundamental Christian meaning system. Worldview is substantiated by the internalization of the combined Chinese Christian’ values and can be individualized based on one’s subjective experience.
2. As for the content: The form of world view is shown as the priority. Priority was given to Christian values, and can be declared through the concept of human and the concept of God which form the nature of ultimate concern and life goals.
3. In terms of meaning formation: We found that there is a connection between the narrative of goal obtainment/ determent and the sense of meaning. The actual representation of life meaning is through the symbolization of religious ideas and items.
4. As for the change of priority: We observed that the interaction between Chinese achievement view and Christian value presents common form from opposition to integration in the career transition procedure.
According to such study result, the researcher also gets new perspective and re-realization by self-reflection, moreover, does take action in personal career choice.
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Turley, Andrew C. "Reading the Game: Exploring Narratives in Video Games as Literary Texts." Thesis, 2018. http://hdl.handle.net/1805/18520.
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Indiana University-Purdue University Indianapolis (IUPUI)<br>Video games are increasingly recognized as powerful tools for learning in classrooms. However, they are widely neglected in the field of English, particularly as objects worthy of literary study. This project argues the place of video games as objects of literary study and criticism, combining the theories of Espen Aarseth, Ian Bogost, Henry Jenkins, and James Paul Gee. The author of this study presents an approach to literary criticism of video games that he names “player-generated narratives.” Through player-generated narratives, players as readers of video games create loci for interpretative strategies that lead to both decoding and critical inspection of game narratives. This project includes a case-study of the video game Undertale taught in multiple college literature classrooms over the course of a year. Results of the study show that a video game introduced as a work of literature to a classroom increases participation, actives disengaged students, and connects literary concepts across media through multimodal learning. The project concludes with a chapter discussing applications of video games as texts in literature classrooms, including addressing the practical concerns of migrating video games into an educational setting.
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Davis, Trent. ""Liberal irony" and the role of narrative forms in progressive education /." 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR29322.
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Thesis (Ph.D.)--York University, 2007. Graduate Programme in Education.<br>Typescript. Includes bibliographical references (leaves 222-233). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR29322
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Ferreira, Solange Vanessa Carvalho. "Avaliação clínica da progressão da periodontite após tratamento não cirúrgico versus tratamento cirúrgico: revisão narrativa." Master's thesis, 2020. http://hdl.handle.net/10284/9255.
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A periodontite é definida como uma doença inflamatória multifatorial crónica associada à presença de biofilme e placa disbiótica que leva à destruição progressiva do suporte dentário. O tratamento da periodontite pode ser dividido em dois grupos: tratamento não cirúrgico e tratamento cirúrgico.
O tratamento não cirúrgico apresenta uma maior eficácia na redução da profundidade de sondagem e ganho de inserção clínica a longo prazo no caso de bolsas não profundas, enquanto que o tratamento periodontal cirúrgico apresenta uma maior eficácia na presença de bolsas profundas. Para se obter sucesso a médio/longo prazo e a manutenção dos resultados obtidos com o tratamento não cirúrgico e cirúrgico, deve ser realçada a importância da compliance do paciente e do tratamento periodontal de suporte.
Este trabalho tem como objetivos realizar uma revisão bibliográfica narrativa da literatura existente, de modo a perceber as modalidades de tratamento, avaliar e comparar a progressão clínica da periodontite após realização de tratamento periodontal não cirúrgico versus o tratamento periodontal cirúrgico.<br>Periodontitis is defined as a chronic multifactorial inflammatory disease associated with the presence of biofilm and dysbiotic plaque that leads to the progressive destruction of dental support. The treatment of periodontitis can be divided into two groups: non-surgical treatment and surgical treatment.
Non-surgical treatment is more effective in reducing the probing depth and gaining long-term clinical insertion in the case of shallow pockets, while surgical periodontal treatment is more effective in the presence of deep pockets. To be successful in the medium / long term and maintain the results obtained with non-surgical and surgical treatment, the importance of patient compliance and supportive periodontal treatment should be highlighted.
This work aims to perform a narrative bibliographic review of the existing literature, in order to understand the treatment modalities, evaluate and compare the clinical progression of periodontitis after performing non-surgical periodontal treatment versus surgical periodontal treatment.
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Lessard, Guillaume. "Harmonium : un projet artistique progressif et spirituel occulté par un récit d’affirmation nationale." Thèse, 2015. http://hdl.handle.net/1866/13665.
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Ce mémoire propose un regard transdisciplinaire : historique, sociologique et musical sur
Harmonium, un groupe culte de folk-rock progressif québécois des années 1970. Y sont étudiées
la révolution musicale engendrée par l’arrivée du folk et du rock progressif au Québec ainsi que
la mise en récit de l’œuvre et de l’histoire d’Harmonium. Les œuvres du groupe, les sources
écrites d’époque (articles de journaux et de revues), l’histoire documentaire et l’histoire et la
mémoire publiques y sont confrontées pour analyser les processus narratifs.
D’abord, l’essor du groupe est situé dans les transformations de la scène musicale
québécoise au cours des années 1960-1970. L’histoire d’Harmonium, entre 1972 et 1978, est
ensuite reconstituée au travers des sources d’époque, articles scientifiques et biographies. Par la
suite, les caractéristiques musicales des œuvres ainsi que les thèmes, valeurs et messages
véhiculés par le groupe sont examinés. L’essor et le succès d’Harmonium sont ainsi réinterprétés
au travers du développement de la scène musicale progressive internationale et de la
popularisation de la contre-culture. Finalement, en regard de l’ambiguïté politique
d’Harmonium dans les sources historiques, la prédominance des réinterprétations
néonationalistes de son œuvre et de son histoire sont analysées selon un processus de mise en
récit de l’histoire nationale. Il en ressort que la narration prédominante au sein de l’histoire et
de la mémoire publiques semble assimiler le destin des artistes québécois à celui du peuple et
de la nation. Dans le cas d’Harmonium, ce récit qui s’appuie principalement sur le nationalisme
de Serge Fiori, la figure de proue du groupe, contribue à l’occultation du projet artistique
spirituel, progressif, contre-culturel et « authentique » du groupe.<br>This study proposes a transdisciplinary point of view: historic, sociologic and musical to
Harmonium, a Quebec preeminent progressive folk-rock group of the 1970s. This work is
interested in the musical revolution that came with the birth of folk and progressive rock musical
scenes in Quebec and in the narrative and symbols associated with the musical work and history
of Harmonium. The group’s albums, the written sources of the time (articles in journals and
magazines), the documentaries and the public history and memory are all examined and
confronted in this research to study the historical narrative.
To begin with, the rise of the group is contextualized in the transformations of Quebec’s
musical scene in the 1960s-1970s. The history of Harmonium, situated between 1972 and 1978,
is then reconstructed using historical sources, scientific articles and biographies. Thereafter, the
musical characteristics, themes, values, ideals and messages of the group are examined.
Harmonium’s emergence and success is then reinterpreted through the development of the
progressive rock international musical scene and the popularization of the counter-culture.
Finally, in light of the political ambiguity of Harmonium that the historical sources reveal, the
neonationalist reinterpretations of its work and history is analyzed as a narrative process. This
narration, which predominates in public history and memory, seems to assimilate the destiny of
Quebec’s artists with the destiny of its people and its nation, therefore contributing to the
occultation of Harmonium’s progressive, counter-cultural and “authentic” musical quest.