To see the other types of publications on this topic, follow the link: Progress narratives.
Dissertations / Theses on the topic 'Progress narratives'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Progress narratives.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Spruce, Emma. "Telling times : exploring LGBTQ progress narratives in Brixton, South London." Thesis, London School of Economics and Political Science (University of London), 2017. http://etheses.lse.ac.uk/3629/.
Full textAbstract:
This thesis is an interdisciplinary study of the (homo)sexual narratives that circulate in contemporary British contexts. It draws on three years of ethnographic research in Brixton, South London, centrally analysing in-depth interviews with 19 LGBTQ-identified residents to present a situated interrogation of (homo)sexual progress narratives. The research critically develops feminist and queer theorisations of the role progress narratives play in sexual politics, focusing particularly on the spatial and social imaginaries that are animated in celebrations of sexual modernity. Consequently, the thesis also interrogates the ways in which classed and racialized hierarchies are sustained through everyday attributions of homophobia. In addition, this analysis is brought into dialogue with research on gentrification and territorial stigmatisation to think about the role of sexual progress narratives in contemporary debates on housing and regeneration in London. I draw attention to the imbrication of local, national and transnational discourses in framing both spaces of homophobia, and spaces of sexual tolerance. This thesis argues that the ‘small stories’ made available through situated research should be turned to as a resource for critical theory. I identify and engage narrative techniques including proliferation, layering, periodisation, and fictionalisation, which can be deployed to tell a disorderly story of sexual progress. I suggest that layering these small, disorderly stories not only undermines the amenability of sexual progress narratives and gay rights rhetoric to stigmatisation, but also better reflects the heterogeneous experiences and desires of LGBTQ people. In this way, this thesis examines (homo)sexual progress narratives through new analytical frames, and contributes to scholarship on lesbian and gay politics, ‘gay’ gentrification, and sexual narrative.
2
Derr, Janice. "Hannah Dustan : a seventeenth-century text still in progress /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131464736.pdf.
Full text
3
Bulloch, Hannah. "In pursuit of progress : narratives of transformation on a Philippine Island." Phd thesis, Canberra, ACT : The Australian National University, 2009. http://hdl.handle.net/1885/150762.
Full text
4
Nyström, Markus. "Invisible Histories and Stories of Progress : Discourses and Narratives in Decision-Making Institutions in Mining Affairs in Sweden." Thesis, Uppsala universitet, Institutionen för arkeologi och antik historia, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-272351.
Full textAbstract:
During the summer of 2013, fierce protests broke out against a test-mining operation in Gállok (Kallak) outside Jokkmokk, Sweden. Environmental activists joined with local indigenous Sámi in the protest. The incident made national and international headlines, resonating with other instances of conflict between mining companies and indigenous peoples around the world. This thesis aims to explore political discourses and historical narratives behind those, and other, protests and tensions in relation to mining between, on the one hand, the Swedish state which express – through various institutions – to be a proud 'mining nation' with a firm environmental legislation, and, on the other, indigenous Sámi in the Swedish north. Using discourse analysis in combination with a novel application of concepts from narrative theory (the concept of masterplots), the narratives and ideologies of the national institutions responsible for decision-making in mining affairs in Sweden – the government, the parliament, and the Mining Inspectorate – are investigated by analyzing various written and verbal sources. The investigation show a coherent trend within the institutions in making the Sámi people, their rights to land and water, and Sweden's colonial history towards them and their land, Sápmi, invisible, misunderstood, and/or belittled. Mining is understood as an evidently vital and typically Swedish industry, fundamental for the rise of Sweden as a modern welfare state, and an industry which 'makes the world better' by providing the necessary raw materials for the (assumed) inevitable progress and benefit of (western) technology and (western) civilization. The exclusion of certain histories allow for a hegemony in which a certain future is naturalized, made out to be unavoidable. Furthermore, the plot structures employed to create and sustain the hegemony draw on several colonial masterplots. The conclusion of this thesis is that the hegemonic discourse sustains a colonial attitude towards Sápmi and the Sámi people, without it ever being expressed nor understood as such.
5
Spero, Ellan Fae. "Institutes for innovation : the emergence of academic-industrial cooperation and narratives of progress in the early 20th century." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/90081.
Full textAbstract:
Thesis: Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS), Massachusetts Institute of Technology, Program in Science, Technology and Society, 2014.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 157-162).
Early 20th century America is a critical context for understanding industrial innovation. Departing from a focus on innovation itself as manifested through the creation of new products and consumer opportunities, this project focuses instead on an important infrastructure for innovation - academic-industrial cooperation. Its particular emphasis is on the Mellon Institute for Industrial Research and the Massachusetts Institute of Technology. The Mellon Institute, an independent nonprofit entity devoted to the promotion of industrial research, contributed not only through its novel scientific work, but also through its efforts aimed at engaging broad audiences through popular writing. As a competing model, this dissertation also examines interdisciplinary laboratories and administrative structures at MIT to argue that these schemes for academic-industrial cooperation that began as an informal series of ad hoc arrangements between researchers and corporate partners were increasingly formalized and centralized into a unique educational model that combined fundamental science and industrially relevant research. Rarely used archival materials are drawn on to argue that "narratives of progress," shared stories and rhetoric that were conceived for, and deployed in the service of, a particular idea of creating a better world through the enterprise of science were essential components of institutional and industrial change. Mechanisms for academic-industrial cooperation, no matter how well organized or funded, could not stand alone without a foundational narrative to give them broader purpose and context. Building on an institutional approach and employing a novel analysis of narrative as text, the built environment, and exhibit, this study offers new perspective on sites of academic-industrial cooperation as institutes for innovation.
by Ellan F. Spero.
Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS)
6
Life, Patricia. "Long-Term Caring: Canadian Literary Narratives of Personal Agency and Identity in Late Life." Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31162.
Full textAbstract:
This thesis analyses thirteen key literary texts taken from the last century of Canadian English-language publishing to assess how each text reveals, reinforces, and /or resists narratives of natural-aging, decline, progress and positive-aging. When considered together, these texts illustrate overall patterns in the evolution of age-related beliefs and behaviours. Stories have a potential emotional impact that scholarly readings do not, and thus the reading and study of these texts can serve to promote conscious intellectual consideration of the issues surrounding age and aging.
My analysis focuses on how our Canadian literature envisages aging into old age, primarily addressing stories set in late-life-care facilities and comprising what I am naming our ‘nursing-home-narrative genre.’ Although my chapters follow a chronological progression, beginning with Catharine Parr Traill’s 1894 Pearls and Pebbles and concluding with Janet Hepburn’s 2013 Flee, Fly, Flown, I am not arguing that each age-related belief is replaced by a succeeding one. I would assert instead that over time Canadians have accumulated an assortment of age ideologies, some of which mesh and some of which duplicate or even contradict others. For example, although many people have embraced new positive-aging ideologies, aging-as-decline narratives still circulate strongly.
Using social and literary theory as support, I argue that the selected literary texts of my analysis (Traill, Wilson, Laurence, Shields, Wright, Barfoot, Munro, Tostevin, Gruen, Hepburn, King) reveal a genre that is evolving quickly in both form and content. The nursing-home-narrative genre begins with gothic stories of fear of the nursing home, of aging and of death, expands to include darkly humorous stories featuring increasingly empowered residents successfully living within care homes, and is introducing, during the twenty-first century, fantastical stories of escape from the home and of return to youthful behaviours and preferable habitats. This most recent narrative joins the earlier ones to create a new master narrative in which aging people can overcome fear with agency and thus ultimately reject the nursing home and old age itself. However, in the most compelling of the new agency and escape narratives, authors lay a thin icing of entertainment over a dark undercurrent of reality.
7
Mason, Brenda Gale. "Beauty is Precious, Knowledge is Power, and Innovation is Progress: Widely Held Beliefs in Policy Narratives about Oil Spills." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5736.
Full textAbstract:
Scholars from diverse perspectives have sought to understand the features and mechanisms that influence the design and implementation of public policy. Some (realists) have emphasized the role that material interests have played while others (idealists) have emphasized the influence of subjective ideas on ‘how policy means’ (Yanow 1996). Recently, observers in both camps have demonstrated curiosity in the influence of culture on policymaking and its consequences. Regrettably, this shared concern has not resulted in much collaboration across epistemological divides.
I argue that narrative analysis provides a way to bridge the divides by specifying an interpretive approach that identifies culture as encompassing both interests and ideas in policymaking processes. I draw from the works of scholars in phenomenology, narratology, cultural sociology, disaster studies and public policy to illustrate a systematic approach to investigating and interpreting congressional hearings as narratives that reveal cultural taken-for-granted assumptions about how the world should work (Loseke 2003). I argue that examining narratives of political actors can empirically delineate both objective interests as well as subjective ideas. In particular, I compare and contrast diverse stories about three U.S. oil spills (Santa Barbara, Exxon Valdez and Deepwater Horizon) to illuminate taken-for-granted beliefs about our social and natural worlds. With this emphasis, I aim to contribute to understandings of how culture works in policymaking, which also sheds light on how culture may influence the wider social order more generally. I conclude with a discussion of potential implications regarding our shared natural resources.
8
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.
Full textAbstract:
Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2015-01-30T11:00:53Z
No. of bitstreams: 2
license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)
Dissertação - José Fábio da Silva - 2014.pdf: 2238616 bytes, checksum: 8264e1d8f9bf2523f0e49bf199e63aef (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-30T13:32:03Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - José Fábio da Silva - 2014.pdf: 2238616 bytes, checksum: 8264e1d8f9bf2523f0e49bf199e63aef (MD5)
Made available in DSpace on 2015-01-30T13:32:03Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - José Fábio da Silva - 2014.pdf: 2238616 bytes, checksum: 8264e1d8f9bf2523f0e49bf199e63aef (MD5) Previous issue date: 2014-08-29
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
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
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.
9
Desy, Jeanne N. "The effect of metaphor on narrative progress /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487863429091662.
Full text
10
Cook, Susan Deborah. "The Pilgrim's progress : its influence on and relationship to religious fiction 1678-1710." Thesis, Birkbeck (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311461.
Full text
11
Verhille, Isabel. "Personal Narratives Changing Student Understandings of Community-based Academic Programs." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/974.
Full textAbstract:
As a student enrolled in the Claremont Colleges, there are a variety of different ways in which I can engage with the greater Inland Empire community. The community-based programs, classes, and projects offered by the Colleges all have specific focuses, whether they be community service, community studies, or language improvement. This Media Studies Senior Thesis focuses on two community programs offered by the Claremont Colleges, the first being the Spanish Practicum program offered at Pitzer College. This half credit course places a group of three students with a “Promotora” (Promoter) or a Mexican immigrant residing in the Ontario community. Once a week, students are expected to travel to their Promotora’s house, speak with her only in Spanish, eat meals with her, and explore her Ontario community. Secondly, I will include a section about Huerta del Valle, a community garden in Ontario, California, which was created by a teacher of the Spanish Practicum program and a Pitzer alumnus. Even though this garden functions completely separately from the Claremont Colleges, Pitzer students have the opportunity to enroll in the Ontario Program and complete a semester studying urban garden, social engagement, and community planning alongside Huerta del Valle volunteers and organizers. This Media Studies project completed in conjunction with the Spanish Practicum Program and the Huerta del Valle program is a photographic essay about my personal experience as a student of the Spanish Practicum program, an article recounting the history of the Spanish Practicum program from the perspective of its creator, and a transcribed interview and series of photographs of the founder of Huerta del Valle as well as a student participant/leader/alumnus of the Pitzer Ontario program. These collections of writing and photographs are presented in the form of a webpage with multiple sections that I have coded as to experiment with visual storytelling, color, and design techniques. Furthermore, through this project I explore the communal significance of personal narratives, and the work they do to construct and contribute to a shared understanding of a program, event, or experience. These personal narratives that I have collected as oral histories will serve to give the community-based programs offered at the Claremont Colleges a human face, illuminating the tendency of dominant histories to discredit their intimate back stories.
12
Almajed, Fejer. "In/coherence : a layered account of a Kuwaiti woman's post-psychotic self-in-progress." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/25682.
Full textAbstract:
This is a thesis on madness and moments and what happens in between. I invite the reader into the world of a post-psychotic woman living within and without a Kuwaiti culture. As a fragmented and traumatised researcher I use my chaotic and dismembered writing as a narrative quilt creating a layered account of conversations and stories, in other words, “moments of meeting”. Moments that make us, define us and continue to create knowledge. In those moments, I dialogue with myself, with other people representing different cultures as well as the different “messy” theorists I draw on in my work. The messy theorists include writers such as Alec Grant, Sophie Tamas, Helene Cixous and Susanne Gannon. Through the creative freedom afforded me by their theories I begin to explore my chaotic psychic landscape. Those explorations are, what I call in this thesis, process inputs as they are also reflections of my personal process in writing this autoethnography. They exist alongside the moments of meeting to create snapshots of my experiences from different perspectives at different times. In this work, as a bipolar Kuwaiti woman, I have a dual purpose, where I give voice to my lived experience of a severe mental illness highlighting my struggle with narrative coherence as well as to provide a Kuwaiti I-account detailing my experience of being “othered” as a result of my “mad episodes”. I hope to, in the process, provide people with severe mental illnesses, Kuwaiti women and members of marginilised communities who have been forced out of the cultural scripts or master narratives of their country with constitutive narrative resources and alternative story lines that they can draw on in their journey towards “a more functional state” in the case of severe mental illness and the creation of a dialogue with people who are unable to, for cultural reasons communicate about their experiences.
13
Bowen, Warren. "A grammar of animals : dramatism, animal experimentation, and the narrative of biomedical progress." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/57771.
Full textAbstract:
Using Kenneth Burke's dramatistic understanding of language as action, and drawing from literature in rhetoric of science and medicine, this thesis argues that the rhetoric of biomedical researchers, advocates, and popularizers perpetuates a progress narrative when using and advocating for the use of experimental animals that disregards animal interests and ethics. First, this thesis examines how transgenic experimental animals are rhetorically constructed as the place, and researchers as the means, of biomedical data, which provides discursive distance from the acts of experimentation. Likewise, the terms affixed to research animals, such as “Oncomouse,” “model,” and even “rodent” function to reflect realities of these research animals that creates discursive distance as they are used to produce knowledge. Second, this thesis examines how biomedical researchers and advocates who disagree about the efficacy of the animal model are united in their rejection of serious animal ethics in biomedical research. Critics of animal experimentation are made into monsters, while serious animal ethics itself is considered either monstrous or irrelevant to biomedical inquiry by groups of researchers who otherwise disagree about animal experimentation's usefulness in biomedical research. Third, it examines how the genre of popular biomedical entertainment seeks to persuade non-expert audiences to be entertained by biomedical research using animals. In addition, biomedical research and animal entertainment industries such as zoos and pet production have a complex, mutually beneficial relationship that makes use of animals to produce knowledge and entertainment at the expense of animal interests. This thesis concludes that the narrative of biomedical progress is underpinned by powerful rhetorical forces applied to animals that reject the serious consideration of their interests that could otherwise complicate such a narrative. A suggested way forward could be a more complex biomedical narrative that includes serious animal ethics as part of biomedicine's “moral progress”.Arts, Faculty of
Graduate
14
Fontaine, Caitlyn. "Exploring the Narratives of Female Undergraduate Students in Math-Intensive Programs." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41502.
Full textAbstract:
In recent years, researchers have continued to examine factors that contribute to the ongoing loss of women in mathematics programs and careers at a higher rate than their male counterparts. An important element in women choosing to persist in mathematics may be the ability to identify as mathematically able, however popular culture often constructs ideas of ‘mathematicians’ and ‘femininity’ in ways which render them difficult to reconcile. This research explores the narratives of Canadian female undergraduate students in mathematics-intensive programs in order to develop further understanding of how they negotiate identities as ‘feminine’ and mathematically able. Four students from a Canadian university were recruited to participate in narrative research interviews. Using Holland et al.’s (2003) concept of figured worlds, this study employs a thematic analysis of the data to examine how participants use, adapt or reject available discourses to perform identities as feminine and mathematically able.
Depuis quelques années, les chercheurs continuent d'examiner les facteurs contribuant à la déplétion continue des femmes dans les programmes et les carrières en mathématiques à un taux plus élevé que leurs homologues masculins. Un élément important dans le choix des femmes de persévérer dans les mathématiques semble être la capacité de s'identifier comme mathématiquement capables, or la culture populaire construit souvent des concepts de «mathématiciens» et de «féminité» de manière à les rendre difficiles à concilier. Cette recherche explore les rapports narratifs d'étudiantes canadiennes au baccalauréat dans des programmes intensifs en mathématiques afin de mieux comprendre comment elles négocient des identités tel que «féminine» et mathématiquement capable. Quatre étudiantes d'une université canadienne ont été recrutées pour participer à des entrevues de recherche narrative. En utilisant le concept de «figured worlds» de Holland et al. (2003), cette étude utilise une analyse thématique des données pour examiner comment les participantes utilisent, adaptent ou rejettent les discours pour réaliser des identités comme féminines et mathématiquement capables.
15
Spathis, Annetta. "Transnational preservice teachers in local education programs : a critical realist approach to narratives." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/79188/1/Annetta_Spathis_Thesis.pdf.
Full textAbstract:
This study explores how preservice teachers with non-Australian educational backgrounds and prerequisite qualifications make their way into and through a local teacher education program. It is informed by Margaret Archer's sociology of reflexivity to understand the interplay between these people's personal resources and institutional constraints and enablements. Data were collected from seven participants through narrative interviews. A narrative analysis identified big and small stories. Findings show that these preservice teachers purposefully exercise their agency as they invest in a common project for a variety of transnational goals. The outcome of that project emerges from the interaction between structure and agency.
16
Benegas, Lynch Alberto. "Liberalismo, estatismo y democracia. Instituciones políticas y progreso económico." Universidad Peruana de Ciencias Aplicadas (UPC), 2014. http://hdl.handle.net/10757/624747.
Full textAbstract:
Este libro reproduce la Charla Magistral realizada por Alberto Benegas Lynch (h), en los eventos Liberalismo, estatismo y democracia e Instituciones políticas y progreso económico, organizada por la Universidad Peruana de Ciencias Aplicadas (UPC).
17
Rees, Kathryn. "'Quelque chose d'eÌnorme continuait aÌ€ s'avancer' : transportation, narrative and the idea of progress in Flaubert." Thesis, University of Oxford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432208.
Full text
18
Shilo, Molly. ""I Feel Your Pain": Service-Learning Programs And The Liberal Narrative Of Empathy." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593092026.
Full textAbstract:
Over the past several decades, service-learning programs have proliferated at colleges and universities, gaining broad support for their incorporation of critical reflection, academic learning, and volunteer work. The stated objective of these programs is transformation, both for students personally and for the communities with which they engage in terms of resources and justice. Through a case study of Fordham University's Global Outreach program, though, I demonstrate that, by positing the emotion empathy as the most productive mechanism through which to radically transform oneself and set off a ripple of social change, university administrators and educators avoid actual structural transformation and instead obscure how service-learning often reaffirms hierarchical and postcolonial relations. I argue that by historicizing the concept of empathy by identifying similar rhetorical devices deployed within service-learning programs in the late twentieth and twenty-first centuries, colonial legacies of Christian missionary work across time, and the nineteenth-century movement for the abolition of slavery we can better understand the rise of service-learning programs, especially within Jesuit universities, and their promotion of direct encounters with racialized others as the premier mode of gathering authentic and real knowledge that can lead to change. The focus on affective relations between individuals within service learning, I argue, carries forward dynamics that obscure rather than elucidate and attempt to change relations of power that depend on the continuation of systemic, racialized inequities.
19
Cytermann, Raphaële. "La construction de l’histoire de l’éloquence romaine, de Cicéron à Tacite." Thesis, Sorbonne université, 2019. http://www.theses.fr/2019SORUL052.
Full textAbstract:
La présente étude porte sur le regard réflexif que les Romains ont porté sur l’évolution de la pratique oratoire et sur les constructions historiographiques qu’ils ont pu élaborer pour en rendre compte. A travers le Brutus de Cicéron ainsi que Les Controverses et suasoires de Sénèque le père, nous étudions la constitution d’un objet historiographique singulier. Nous cherchons à mettre en évidence l’existence de plusieurs formes possibles d’écriture pour la construction d’une histoire de l’éloquence romaine. Le motif de la décadence constitue l’autre grand axe de notre travail. Nous abordons avant tout le thème du déclin en tant que révélateur des mentalités. Le rapport entre histoire de l’éloquence et politique constitue enfin le fil conducteur de notre travail. La construction d’une histoire de l’éloquence apparaît, en effet, liée de manière indissociable aux transformations politiques. Nous voulons donc mettre en évidence l’évolution historique du topos de la rhétorique décadente, qui revêt des formes diverses selon les auteurs. Le modèle d’interprétation politique ne s’impose définitivement que dans le Dialogue des orateurs de Tacite. La dégénérescence de l’art oratoire apparaît donc comme un domaine d’étude privilégié pour explorer la manière dont l’événement politique peut se traduire dans le champ culturel et voir comment l’histoire de l’éloquence intègre la notion de ruptureThis dissertation deals with the Roman’s reflexive look upon the evolution of rhetorical practice and on the historiographical constructions they devised to account for it. Throughout Cicero’s Brutus as well as Seneca the Elder’s Controversiae and Suasoriae, I study how a peculiar historiographical object was formed. I intend to demonstrate that there were several possible ways to write a history of Roman rhetoric. The motif of decadence is my other main point. I primarily address the topic of decline as an indicator of mindsets. The relationship between politics and the history of rhetoric is the guiding thread of my thesis, for the construction of a history of rhetoric is inextricably mingled with political changes. I thus intend to evidence the historical evolution of the topos of decadent rhetoric, which takes on various shapes depending on the author. The political interpretation model only prevailed starting with Tacitus’Dialogus de Oratoribus. Degeneration of rhetoric therefore appears to be a major area of study to explore how political events translate into the cultural realm and how the history of rhetoric incorporates the concept of historic breaks
20
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.
Full textAbstract:
Made available in DSpace on 2016-02-05T18:29:59Z (GMT). No. of bitstreams: 0
Previous issue date: 2015-08-03. Added 1 bitstream(s) on 2016-02-05T18:34:06Z : No. of bitstreams: 1
000857767.pdf: 1566712 bytes, checksum: 99fc463d43acb0eda4a0b45f21c84226 (MD5)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,...
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..
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...
21
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 PortugalCoorientador: Marília Librandi Rocha
Banca: Dora Isabel Paiva da Costa
Banca: Pedro Geraldo Saadi Tosi
Banca: Arthur Oliveira Alfaix Assis
Banca: Marcelo De Mello Rangel
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,...
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..
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...
Doutor
22
Modaresi, Anahita. "Immigrant and Minority Student Visual Narratives of High School Dropout in Atlanta." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/anthro_theses/22.
Full textAbstract:
This thesis is about the Reading and Writing for Filmmaking Afterschool program, an extracurricular focus group centered around engaging urban immigrant and minority working-class high school students in a discussion about high school dropout using participatory video as a methodological tool. The program was created under the assumption that, (1) within 'free spaces' students who are encouraged to express themselves and explore their social realities through innovative methods will reveal their understanding of high school dropout and the factors contributing to it, and (2) the way these students conceptualize and talk about high school dropout is significant to understanding this phenomenon. Through participatory video, observation, interviews, and storyboard narratives, I examine the discourse of minority and immigrant students as a means of understanding their cultural assumptions and observations of school dropout. As a result, this paper illuminates the issue of immigrant educational retention and attrition in an urban public school setting.
23
Tschida, David A. "The Crocodile Hunter, the Jeff Corwin experience, and the construction of nature : examining the narratives and metaphors in television's environmental communication /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137757.
Full text
24
Boggs, April R. "No Chick Flick Moments: 'Supernatural' as a Masculine Narrative." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1237564610.
Full text
25
Afonso, Manoela. "Progressão curricular em língua portuguesa para o ensino fundamental : anos iniciais: agrupamento do narrar /." Bauru, 2016. http://hdl.handle.net/11449/152929.
Full textAbstract:
Orientador: Rosa Maria ManzoniBanca: Eliana Merlin Deganatti de Barros
Banca: Jair Lopes Junior
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)
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)
Mestre
26
Brown, Arogeanae Ronterria Dinita. "Reframing AgriCULTURAL Experiences, Narratives, and Careers for African American Youth: A Study of Community-based Programs Leaders' Motivations and Educational Space." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/84495.
Full textAbstract:
To uncover experiences specific to African Americans youth in agricultural and STEM (science, technology, engineering, mathematics) career explorations and to understand why African Americans are missing from agriculture and STEM, a systematic literature review and empirical study were conducted. Literature covering the current and past African American perceptions of agriculture and STEM discipline, and narratives and experiences of African Americans in agriculture, were reviewed to explain their influences on African American youth perceptions and interest to pursue careers in agriculture and STEM. However, literature also explained the role of agricultural programs in STEM and agricultural literacy. In one paper, Social Cognitive Career Theory was used to frame the career interest development process of the individual learner to reference African American Youth. This review captured African American's negative connotations of agricultural and STEM despite the knowledge and work African Americans have contributed to Agriculture and STEM since the formation of America. In addition, to address how to deter the negative connotations youth have, an empirical study was performed interviewing eight program leaders of community-based organizations that are engaging African American youth in agricultural and STEM education. Program leaders described their motivations and purpose as an act of service to the youth and the community as a way to provide youth with opportunities or capital as described by Bourdieu.Master of Science in Life Sciences
27
Mateer, Megan. "Living history as performance an analysis of the manner in which historical narrative is developed through performance /." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1136660752.
Full text
28
Marquart, Christopher Paul. "Exploring The Reciprocal Relationship Between A Comprehensive Living-Learning Program And Institutional Culture: A Narrative Inquiry Case Study." ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/736.
Full textAbstract:
Over the past 50 years, living-learning programs (LLPs) have emerged as a dynamic curricular innovation in higher education. These programs are residentially based, seeking to seamlessly integrate the classroom and residence hall environments and blur the traditional boundaries between the academic and residential experiences for students (Kuh, 1996; Inkelas & Soldner, 2012). However, efforts to implement LLPs at some campuses have been met with resistance; this is not surprising, as institutions of higher education are often charged in part with preserving cultural and social norms, therefore making them naturally resistant to change (Shapiro & Levine, 1999). One of the most common challenges facing colleges and universities that seek change is a tendency for institutional culture dynamics to be potentially divisive and foster internal conflict (Kuh & Whitt, 1988). Such conflict impacts faculty, students, and administrative subcultures. Institutional partnerships that can overcome divisive cultural dynamics have the potential to greatly enhance the campus climate (Nash et al., 2016).
This qualitative research study asks the overarching question, "How does institutional culture influence the creation and development of an LLP and, in turn, can an LLP reciprocally shape institutional culture?"
This case study examines the internal conflict and cultural implications related to the founding of a comprehensive first-year residential college system at St. Lawrence University -- a small, private liberal arts institution in the Northeast. Utilizing Kuh's & Whitt's (1988) Framework for Analyzing Culture in Higher Education, as well as Schein's (2004) Conceptual Model for Managed Culture Change, this study collected data through historical document analysis, as well as narrative inquiry interviews focusing on the artifacts, values, assumptions, and beliefs of the campus community. In-depth interviews were conducted with faculty and administrators who played key roles in the foundational years of this LLP, as well as with faculty who opposed the program. The findings of this study demonstrate how preexisting cultural conditions heavily influenced the creation and development of the LLP. This study also identifies the ways in which several deeply entrenched cultural conditions changed, indicating this comprehensive LLP fostered a relational capacity to facilitate institutional culture change.
29
Mason, Cassandra. "Narratives of Elementary and Secondary Teacher Leaders as Agents of Transformational Change." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2453.
Full textAbstract:
Historically, being self-reflective has not been evidenced as critical to the career advancement of teachers aspiring to leadership roles. Five teacher leaders in a southwestern school district participated in a district Teacher Leadership Certificate Program (TLCP), which included self-reflective practices to broaden their understanding of the tools necessary to be an effective leader in 21st century schools. Theories of change suggest that teachers must acquire new knowledge and apply this new knowledge in practice. The theoretical framework for this project study was Mezirow's transformative learning theory. A narrative design was employed to identify the change process experienced by the 5 teacher leaders using elements of transformational theory. A questionnaire, observation protocol, and multiple interview instruments were used to examine 1 elementary and 4 secondary school teacher leaders, concluding with an essay. Interviews focused on the perceptions of the participants through inquiry that described their transformation to leaders as agents of change. Emergent themes were identified from the data through open coding and thematic analysis. Themes included teachers using self-reflection to enhance leadership goals and career development. The subsequent project was a 3 day professional development for all teachers at the study site on developing teacher leadership. The implications for promoting positive social change include providing research results to the local site on the use of self-reflection practices of teacher leaders and supporting professional development to improve teacher leadership educational practices.
30
Lake, Gillian. "Let's talk! : an intervention supporting children's vocabulary and narrative development through sustained planned play and group shared storybook reading in the early years." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:7bb60ed2-e7b3-4906-bcf4-d5bf3789c66b.
Full textAbstract:
An intervention, which targeted three- and four-year-old children's oral language, was developed for this study. The intervention was run over twice-weekly sessions, for ten weeks. Incorporating good Early Years practice, the first session in the week was a group shared storybook reading session with a puppet, where dialogic discussion took place and the children practised sequencing the story using visual prompts. The second weekly session consisted of planning, acting out and reviewing a planned pretend play episode based on the storybook which was read in that week's first session. Ninety-four children were randomly assigned to a control or treatment group and were tested at pre- and post-test on a battery of vocabulary and narrative assessments. The results of a Randomised Control Trial were positive in favour of the intervention. The most important of these results was a statistically significant effect on the receptive vocabulary of the children in the treatment group, with a large effect size, as measured by the standardised British Picture Vocabulary Scales (Dunn et al., 1997). There was also a significant effect on productive vocabulary, as measured by a Researcher-Designed Vocabulary Test (RDVT). This test was devised for the purpose of this study, testing one-word vocabulary, taken directly from the storybooks in the intervention. As this is not a norm-referenced, standardised test, caution is advisable in the interpretation of this result. A further positive effect concerned the narrative skills of the children in the treatment group, when compared to the children in a control group - the Mean Length of Utterance (MLU) score was higher in the treatment group, with a medium effect size. By examining the intervention by Randomised Control Trial, this study responds to the call from Lillard et al (2013) for more experimental research on pretend play and narrative. The acknowledgement of the role of the adult in the intervention coupled with the positive effect on the children's MLU and receptive vocabulary mean that the intervention, with further development, has the potential to be used as a Professional Development tool for supporting language development in the Early Years in the UK, in the future.
31
Weil, Heidi. "Storytelling as a food safety training tool in school foodservice." Thesis, Kansas State University, 2015. http://hdl.handle.net/2097/19060.
Full textAbstract:
Master of ScienceDepartment of Hospitality Management and Dietetics
Kevin L. Sauer
Understanding what motivates food handlers is important for developing effective interventions to increase compliance with food safety guidelines. Traditional food safety training techniques improve knowledge, but do not always result in improved performance in the workplace. Studies have consistently demonstrated the persuasive power of stories to influence beliefs and behavior. Transportation into a narrative world is a state of immersion into a story. When individuals are transported into the world of a story, they integrate story information into their real-world beliefs and behavior. In this study, foodservice employees were shown a brief video dramatizing a foodborne illness outbreak. Behavioral intent to comply with food safety guidelines was measured both before and after watching the video. Transportation into the story and story-specific beliefs were measured as well. Study results confirmed previous findings involving narrative transportation. Participants who were highly transported into the story of Glenda’s Horrible Day reported stronger food safety behavioral intent, specifically in areas highlighted by the story, after viewing the video. Highly transported participants also reported stronger agreement with food safety messages after viewing the video. For participants who experienced low transportation into the story, there were no significant increases in behavioral intent or story-specific beliefs after viewing the video. Highly transported participants were those who (a) were familiar with the story topic, (b) were mentally engaged with the story, (c) responded emotionally to the story, and (d) identified with and felt empathy for the story characters.
32
Ruhl, Stephanie M. ""Stories Do the Work" ... Pursuing an Embodied and Aesthetic Orientation for Hospice Care." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395250771.
Full text
33
Holmes, JohnElla J. "A space provided to listen: an interview study of African American and Latino alumni of Agriculture Stem Programs." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/18869.
Full textAbstract:
Doctor of PhilosophyDepartment of Special Education, Counseling and Student Affairs
Kenneth F. Hughey
African American and Latino students continue to experience lower retention and higher attrition rates then their White counterparts. The aim of this qualitative interview study was to understand how African American and Latino students at a predominantly White institution (PWI) achieved graduation in Agriculture-STEM (A-STEM) disciplines. Based on the global need for more A-STEM and STEM professionals and the under-representation of African American and Latino students in the fields, there appeared to be a gap in the research on this population and success attributes with respect to completing undergraduate degrees. There was a tendency in the literature toward examining African American and Latino students utilizing the deficit model. This study explores the lived experiences of two African American and one Latino alumni of A-STEM programs. Understanding the life stories, via counter narratives, of these students may help universities develop stronger support for student success in college for not only African American and Latino students, but for all students in A-STEM disciplines. Critical Race Theory was the framework used for the analysis and the interpretation of the data in this study. The data consisted of interview transcripts, timeline, documents, photographs, and e-mail conversations. Communicating the findings in qualitative interview studies is the result of constructing the experiences and meanings of events through the eyes of the participants in a manner that portrays a representation of their experiences. Each participant’s counter narratives were created to highlight salient patterns reflected in their experiences. The writing around the participants’ experiences, and the interrogation of data allowed for the identification of patterns that were consistent with each participant’s stories and their individual unique details. The findings revealed: (a) ethnic minority students want faculty and administrators who looked like them because having someone to understand their experiences as people of color in PWI is needed; (b) the need for organizations that support ethnic minority student academic and social success, which in turn helps to create a sense of belongingness and a more inclusive campus climate; (c) more overall faculty support in and out of the classroom; and (d) opportunities for involvement in faculty-led research projects.
34
Jardim, Ana Paula Teixeira Guimarães. "Redes transmidiáticas, diálogos e narrativas de esperança: uma cartografia do imaginário de um programa de TV religioso." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21324.
Full textAbstract:
Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-08-09T12:32:41Z
No. of bitstreams: 1
Ana Paula Teixeira Guimarães Jardim.pdf: 6666761 bytes, checksum: 33e89de5a090c67b62e49975ae5bc403 (MD5)Made available in DSpace on 2018-08-09T12:32:41Z (GMT). No. of bitstreams: 1 Ana Paula Teixeira Guimarães Jardim.pdf: 6666761 bytes, checksum: 33e89de5a090c67b62e49975ae5bc403 (MD5) Previous issue date: 2018-06-29
In the context of network cultures and transmissive communication processes, there is an increasing number of online programs and platforms that are designed to create spaces for conversation. Several of these projects are integrated systems that seek to assist their readers, spectators and followers in overcoming existential problems and thus, adopt motivational discourses. The present master 's research has as objective to carry out a cartography of the social imaginary constituted from the dialogues and the narratives of hope that circulate around a program of Catholic religious television. The corpus of analysis is composed of the transmissive discourses made by the production and presentation of the program and the testimonies sent by viewers via social networks. The theoretical foundation is composed by: Jung (relations between the idea of "hope" and the discourses of religions); Paulo Freire, (concept of hope as persistence); and Lucia Leão (network culture, cartography of the imaginary, method and processes of communication in transmedia). The research method involved: (1) bibliographic research; (2) empirical research composed of surveys of social networking platforms such as Facebook, Twitter and Instagram; and (3) organization and analysis of the data according to the mapping method of narrative imagery. As a result, we have listed: (1) a review of the state of the art on the understanding of the idea of hope in digital social network discourses; (2) development of a system for collecting and mapping data from discourses in social networks; and (3) application, exercise and creation of a mapping of the data collected
No contexto das culturas em redes e dos processos comunicacionais transmidiáticos, observa-se a presença de uma crescente quantidade de programas e plataformas online que têm por objetivo criar espaços de conversação. Vários desses projetos são sistemas integrados que buscam auxiliar seus leitores, espectadores e seguidores na superação de problemas existenciais e, assim, adotam discursos motivacionais. A presente pesquisa de mestrado tem como objetivo realizar uma cartografia do imaginário social constituído a partir dos diálogos e das narrativas de esperança que circulam em torno de um programa de televisão religioso católico. O corpus de análise é composto pelos discursos transmidiáticos realizados pela produção e apresentação do programa e pelos testemunhos enviados por telespectadores via redes sociais. A fundamentação teórica é composta por: Jung (relações entre a ideia de “esperança” e os discursos das religiões); Paulo Freire (conceito de esperança como persistência); e Lucia Leão (cultura das redes, cartografia do imaginário, método e processos de comunicação em transmídia). O método de pesquisa envolveu: (1) pesquisa bibliográfica; (2) pesquisa empírica composta por levantamento dos discursos nas plataformas de redes sociais, como Facebook, Twitter e Instagram; e (3) organização e análise dos dados segundo o método de cartografia do imaginário das narrativas. Como resultados alcançados, listamos: (1) revisão do estado da arte sobre o entendimento da ideia de esperança nos discursos das redes sociais digitais; (2) desenvolvimento de um sistema de coleta e mapeamento de dados dos discursos nas redes sociais e (3) aplicação, exercício e criação de uma cartografia dos dados coletados
35
Leake, Maria De La Luz. "Exploring a Community Partnership: A Narrative Inquiry into the 2004-2006 Semester Programs Between Artpace San Antonio and Louis W. Fox Academic and Technical High School." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33130/.
Full textAbstract:
This qualitative inquiry explores a community-based art partnership called the semester programs that took place between Artpace San Antonio and Louis W. Fox Academic and Technical High School from 2004 until 2006. This narrative inquiry used interviews with artists and former Fox Tech art students involved in our program, along with my teacher/ researcher reflections, to make meaning from the data. The artists involved in the semester programs were Gary Sweeney, Daniel Guerrero, David Jurist, and Ethel Shipton. Former students interviewed include Eloy McGarity, Rosa Leija, John Contreras, and Jennelle Gomez, while I, Maria Leake represent the voice of the art teacher. Our stories of experience were analyzed and connections between situated learning theory, creativity theories, community-based art education, and memory research were all recognized as being exhibited during our community partnership programs. There were seven patterns and themes that were noted as occurring within each semester program, as well as notable distinctions. The patterns and themes from the data analysis suggest that our community partnership reflected the following: learning and creative expression went beyond the individual; networks of support and communication were available to all participants; challenges were acknowledged; empathy between participants was an unintentional outcome; working together as a community of practice facilitated personal interactions and connections; learning and creative expression went beyond the traditional curriculum; and educational benefits were realized by all participants.
36
Smith, Philippa Karen. "Desperately seeking a national identity an examination of narrative in the Heartland television series and its influence in defining New Zealanders : a thesis submitted to Auckland University of Technology in partial fulfilment of the degree of Master of Arts (Communication Studies), 2003 /." Full thesis. Abstract, 2003.
Find full text
37
Allen, Krystal N. "Standing On Shoulders: A Narrative Inquiry Examining the Faculty Mentoring Experiences of Black Women in a Doctoral Program." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522881247934877.
Full text
38
Jaimes-Villanueva, Denise Raquel. "The Impact of Council on Early Adolescents." Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1364839675.
Full text
39
Debiasi, Carlos Alberto. "O caso Santa Maria na TV: narrativa contemporânea como semiose." Universidade Tecnológica Federal do Paraná, 2014. http://repositorio.utfpr.edu.br/jspui/handle/1/1196.
Full textAbstract:
Este trabalho investiga elementos da narrativa jornalística contemporânea presentes na programação televisiva e discute o caráter híbrido das tecnologias da comunicação. A partir da análise de programas que retratam a tragédia acontecida na cidade de Santa Maria em janeiro de 2013,são utilizadas bases semióticas e analíticas no intuito de compreender referenciais comuns pelos quais esse tipo de comunicação opera na transmissão de suas mensagens e pontos de vista acerca do real. Traz como resultado a comprovação dos usos dessas estratégias de representação desses dentro do recorte analisado, o que serve como evidência da constante reafirmação de discursos generalistas a respeito dos fenômenos sociais, reeditados em novas bases tecnológicas.This work investigates elements of contemporary journalistic narrative present in television programming and discusses the hybrid character of communication technologies . From the analysis of programs that depict the tragedy that took place in the city of Santa Maria in January 2013,semiotic and analytical bases are used in order to include common reference by which this type of communication operates in the transmission of messages on reality . It brings as a result the evidences of representation strategies within the analyzed cut. The conclusion serves as evidence of the constant reaffirmation of general discourse about social phenomena, reissued in new technological basis.
40
Etienne, Leslie K. "A Historical Narrative of the Student Nonviolent Coordinating Committee's Freedom Schools and their Legacy for Contemporary Youth Leadership Development Programming." Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1332873568.
Full text
41
Pienaar, Pieter Abraham. "Exploring the impact of narrative arts activities on the self-concept of Grade 9 learners in group context." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-10172008-145446.
Full text
42
Green, Joshua Benjamin. "Acts of Translation: Young People, American Teen Dramas, and Australian Television 1992-2004." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16143/.
Full textAbstract:
The thesis examines American teen dramas on Australian television in the period 1992 to 2004. It explores the use of the genre by broadcasters and its uptake by teenagers in an environment where American popular culture has frequently been treated with suspicion and where there are perennial arguments about the Americanisation of youth and their vulnerability to cultural imperialism. The thesis argues concerns about Americanisation and cultural imperialism in relation to youth culture, young people and the media are misplaced. American teen dramas are investigated as an example of the ways imported programs are made to cohere with national logics within the Australian mediasphere (Hartley, 1996). Utilising Yuri Lotman's (1990) theory of cultural 'translation' this thesis argues teen drams are evidence of dynamic change within the system of television and that this change does not result in a system dominated by imported product, but rather a system that situates foreign programming amongst domestic frames of reference.
43
Darroux, Caroline. "La vieille femme salie : récit d'une résistance à la modernité : Morvan XXe-XXIe siècles." Thesis, Aix-Marseille 1, 2011. http://www.theses.fr/2011AIX10018.
Full textAbstract:
Qu’elle soit concrète ou symbolique, la souillure, dont témoignent certaines vieilles femmes, est le résultat d’une assignation familiale, sociale et historique. Une force de vie particulière leur a fait assumer la place de l’Autre, provoquant un phénomène d’attraction collective. Voir cette vieille femme, la sentir, la toucher, la rencontrer dans son lieu et l’écouter s’inscrit dans l’ordre des expériences initiatiques que la société de Progrès ne ritualise plus, mais que le quotidien préserve en réponse à une nécessité intime, mythique et collective. Par miroitements, ces femmes ont incarné les multiples facettes du personnage de la vieille dans la littérature orale où s’imposent l’éthique et la quête de dignité. Raconter « les affaires du pays », dans le Morvan du XXe et du XXIe siècles, en parlant patois et en évoquant avec précaution la Vieille Femme construit un îlot de résistance au récit dominant, un espace collectif de libération et en même temps un dérivatif permettant d’accepter l’HistoireWhether real or symbolic, the stained image displayed by some unclean old women is the result of a historic, social and family-set assignment. The singular strength of character shown by these women has placed them in the position of being perceived as 'the Other', bringing about a phenomenon of group attraction. Seeing the old woman, sensing her smell, touching her, meeting her at her home and listening to her: these are experiences like rites of passage, that modern society does not provide anymore. But these experiences are still present in our everyday life as a response to an intimate, mythical and societal need. Like a mirror, these women have embodied the multiple aspects of the ‘old woman’, as a character found in oral literature where ethics and the search for dignity are essential. Talking about "local matters", in Morvan of 20th -21st, speaking in regional language (patois) and in gentle terms about these old women so different from ourselves, creates a platform of resistance against dominant references and constitutes a collective way to feel free and a helpful diversion to be able to accept History
44
Green, Joshua Benjamin. "Acts of Translation: Young People, American Teen Dramas, and Australian Television 1992-2004." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16143/1/Joshua_Green_Thesis.pdf.
Full textAbstract:
The thesis examines American teen dramas on Australian television in the period 1992 to 2004. It explores the use of the genre by broadcasters and its uptake by teenagers in an environment where American popular culture has frequently been treated with suspicion and where there are perennial arguments about the Americanisation of youth and their vulnerability to cultural imperialism. The thesis argues concerns about Americanisation and cultural imperialism in relation to youth culture, young people and the media are misplaced. American teen dramas are investigated as an example of the ways imported programs are made to cohere with national logics within the Australian mediasphere (Hartley, 1996). Utilising Yuri Lotman's (1990) theory of cultural 'translation' this thesis argues teen drams are evidence of dynamic change within the system of television and that this change does not result in a system dominated by imported product, but rather a system that situates foreign programming amongst domestic frames of reference.
45
Zacharias, Sebastian. "The Darwinian revolution as a knowledge reorganization." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät I, 2015. http://dx.doi.org/10.18452/17145.
Full textAbstract:
Die Dissertation leistet drei Beiträge zur Forschung: (1) Sie entwickelt ein neuartiges vierstufiges Modell wissenschaftlicher Theorien. Dieses Modell kombiniert logisch-empiristische Ansätze (Carnap, Popper, Frege) mit Konzepten von Metaphern & Narrativen (Wittgenstein, Burke, Morgan), erlaubt so deutlich präzisiere Beschreibungen wissenschaftlicher Theorien bereit und löst/mildert Widersprüche in logisch-empiristischen Modellen. (Realismus vs. Empirismus, analytische vs. synthetische Aussagen, Unterdeterminiertheit/ Holismus, wissenschaftliche Erklärungen, Demarkation) (2) Mit diesem Modell gelingt ein Reihenvergleich sechs biologischer Theorien von Lamarck (1809), über Cuvier (1811), Geoffroy St. Hilaire (1835), Chambers (1844-60), Owen (1848-68), Wallace (1855/8) zu Darwin (1859-1872). Dieser Vergleich offenbart eine interessante Asymmetrie: Vergleicht man Darwin mit je einem Vorgänger, so bestehen zahlreiche wichtige Unterschiede. Vergleicht man ihn mit fünf Vorgängern, verschwinden diese fast völlig: Darwins originärer Beitrag zur Revolution in der Biologie des 19.Jh ist klein und seine Antwort nur eine aus einer kontinuierlichen Serie auf die empirischen Herausforderungen durch Paläontologie & Biogeographie seit Ende des 18. Jh. (3) Eine gestufte Rezeptionsanalyse zeigt, warum wir dennoch von einer Darwinschen Revolution sprechen. Zuerst zeigt eine quantitative Analyse der fast 2.000 biologischen Artikel in Britannien zwischen 1858 und 1876, dass Darwinsche Konzepte zwar wichtige Neuerungen brachten, jedoch nicht singulär herausragen. Verlässt man die Biologie und schaut sich die Rezeption bei anderen Wissenschaftlern und gebildeten Laien an, wechselt das Bild: Je weiter man aus der Biologie heraustritt, desto weniger Ebenen biologischen Wissens kennen die Rezipienten und desto sichtbarer wird Darwins Beitrag. Schließlich findet sich sein Beitrag in den abstraktesten Ebenen des biologischen Wissens: in Narrativ und Weltbild – den Ebenen die Laien rezipieren.The dissertation makes three contributions to research: (1) It develops a novel 4-level-model of scientific theories which combines logical-empirical ideas (Carnap, Popper, Frege) with concepts of metaphors & narratives (Wittgenstein, Burke, Morgan), providing a new powerful toolbox for the analysis & comparison of scientific theories and overcoming/softening contradictions in logical-empirical models. (realism vs. empiricism, analytic vs. synthetic statements, holism, theory-laden observations, scientific explanations, demarcation) (2) Based on this model, the dissertation compares six biological theories from Lamarck (1809), via Cuvier (1811), Geoffroy St. Hilaire (1835), Chambers (1844-60), Owen (1848-68), Wallace (1855/8) to Darwin (1859-1872) and reveals an interesting asymmetry: Compared to any one of his predecessors, Darwins theory appears very original, however, compared to all five predecessor theories, many of these differences disappear and it remains but a small original contribution by Darwin. Thus, Darwin’s is but one in a continuous series of responses to the challenges posed to biology by paleontology and biogeography since the end of the 18th century. (3) A 3-level reception analysis, finally, demonstrates why we speak of a Darwinian revolution nevertheless. (i) A quantitative analysis of nearly 2.000 biological articles reveals that Darwinian concepts where indeed an important theoretical innovation – but definitely not the most important of the time. (ii) When leaving the circle of biology and moving to scientists from other disciplines or educated laymen, the landscape changes. The further outside the biological community, the shallower the audience’s knowledge – and the more visible Darwin’s original contribution. After all, most of Darwin’s contribution can be found in the narrative and worldview of 19th century biology: the only level of knowledge which laymen receive.
46
Weidemann, Arne. "Die Erforschung und Lehre interkultureller Kommunikation und Kompetenz." Doctoral thesis, Universitätsbibliothek Chemnitz, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-77481.
Full textAbstract:
Um interkulturelle Interaktionen verstehen und erklären zu können, bedarf es eines Ansatzes, der offen für die Selbst- und Weltverhältnisse aller beteiligten Interaktanden ist und sich dementsprechend emischer, nicht etischer, Beschreibungen von Handlungen und damit verknüpften Bedeutungszuschreibungen verpflichtet fühlt. Auf Basis (1) eines Kulturbegriffs, der von der Kulturdurchdrungenheit jeglichen Handelns einerseits und der (an individuelles Handeln gebundenen) Handlungsbedingtheit von Kultur andererseits ausgeht, wie dies in der Kulturpsychologie der Fall ist, und (2) qualitativ-sinnverstehender Methodologie und Methoden empirischer Sozialforschung ist dies möglich. Da das Verstehen von (kulturell fremden) Handlungen als Grundlage interkulturell kompetenten Handelns gelten kann, kommt der Lehre hermeneutisch-sinnverstehender Ansätze in der Ausbildung interkultureller Kompetenz somit eine besondere Bedeutung zu. Diesen Zusammenhängen widmet sich die in drei Großkapitel gegliederte – teilkumulative – Dissertation. Im ersten Teil der Arbeit werden die Symbolic Action Theory Ernst E. Boeschs, die handlungstheoretisch und kulturpsychologisch fundierte Relationale Hermeneutik Jürgen Straubs und der Grounded Theory-Ansatzes (Glaser/Strauss) im Hinblick auf ihre Eignung für die Erforschung und Lehre interkultureller Kommunikation und Kompetenz beleuchtet, ihre besondere Nützlichkeit für diesen Kontext begründet und zum Verfahren der ‚pragma-semantischen Analyse’ verdichtet. Im zweiten Teil der Arbeit sind die acht eingereichten Schriften in Originalfassung abgedruckt. Eine Zusammenfassung der zentralen Inhalte und Forschungsergebnisse sowie eine Darstellung der inhaltlichen und entstehungsgeschichtlichen Zusammenhänge der einzelnen Schriften findet sich in Kapitel 1.3. Vor dem Hintergrund des zentralen Themas der Erforschung und Lehre interkultureller Kommunikation rücken in Teil 2 konkrete Handlungsfelder (Tourismus, internationaler Schüleraustausch und Hochschule) in den Blick, die im Rahmen von Forschungs- und Lehrforschungsprojekten untersucht wurden. „Pragma-semantische Analysen zur Erforschung interkultureller Kommunikation“ (2.1) ist eine Studie, die am Beispiel eines reisebiographischen Interviews – in konsequenter Fortsetzung des ersten Teils der Arbeit – die Leistung des komparativen Vorgehens vorführt. Dem Zusammenhang zwischen touristischen Reisen und interkultureller Kommunikation und Kompetenz ist der Handbuchartikel „Tourismus“ (2.2) gewidmet. Die Studie „Touristische Begegnungen aus der Perspektive einer Psychologie interkulturellen Handelns“ (2.3) basiert auf vom Autor erhobenen Beobachtungs- und Gesprächsdaten in Ladakh (im indischen Teil des Himalaya). Die Studie „Experiences and Coping Strategies of Host Families in International Youth Exchange“ (2.4) basiert auf im Rahmen eines Lehrforschungsprojekts erhobenen narrativ-biografischen Interviews und analysiert Erfahrungen und Umgangsstrategien der Gasteltern im Hinblick auf kulturelle Differenz. Mit der programmatischen Betrachtung „Interkulturell ausgerichtete Studiengänge“ (2.5) beginnt der dritte Themenkomplex (Hochschule), der sich der Fruchtbarmachung der in Teil 1 und im Kapitel 2.1. dargestellten Theorien und Methoden für die Lehre im Bereich ‚Interkulturelle Kommunikation’ sowie für die Ausbildung interkultureller Kompetenz widmet. Im Kapitel „Akteure\" (2.6) wird dies mit Bezug u.a. auf die Anforderungen an Studierende, das Lehrpersonal und an die involvierten Institutionen konkretisiert. Der Text „Lehrforschung und Lehrforschungsprojekte“ (2.7) sowie die aus einem Lehrforschungsprojekt entstandene „Bedarfsanalyse“ (2.8) demonstrieren beispielhaft die enge Verzahnung von Forschung und Lehre, Theorie und Praxis und zeigen, wie das in den Kapiteln 2.5 und 2.6 formulierte Programm in der Lehre umgesetzt werden kann. In Teil 3 der Arbeit werden die gewonnenen Erkenntnisse für die Ausbildung im Bereich interkultureller Kommunikation und Kompetenz an der TU Chemnitz fruchtbar gemacht. Insbesondere der ermittelte Bedarf (2.8) an interkulturell ausgerichteten Studienangeboten an der TU Chemnitz sowie die in Kapitel 3.1 vorgenommene vertiefte Analyse der konkreten Standortfaktoren ermöglicht die empirisch und theoretisch fundierte Entwicklung eines detaillierten Konzepts zur Ausbildung Interkultureller Kommunikation und Kompetenz an der TU Chemnitz, das in Kapitel 3.2. dargestellt istIf one views intercultural competence not as a set of – ultimately parameter-based – skills, but as a result of an understanding of otherness, intercultural competence cannot be taught as such. What can be taught, however, is the way one can make sense of otherness, hermeneutics. Understanding and explaining intercultural interactions requires an approach that is open to the self and world relations of interactants and thus committed to emic, not etic, description of actions and ascription of meaning to actions. This necessitates an understanding of culture that views culture as a result of individual action and all action as steeped in culture. Methodologically, this calls for qualitative interpretive methods. This – partially cumulative – dissertation consists of three parts. The first part discusses in detail two hermeneutic approaches to interculturality: Ernst E. Boesch’s Symbolic Action Theory and Jürgen Straub’s Relational Hermeneutics. Using Grounded Theory (Glaser/Strauss), these two approaches can be turned into a highly useful tool for the investigation of intercultural phenomena: Pragma-Semantic Analysis. The second part contains eight papers and articles. Starting with three papers demonstrating the usefulness of pragma-semantic analysis if applied to authentic ethnographic data, this part also explores interculturality in host families in international youth exchange and the intercultural systematics of tourism. The other four papers address various aspects of teaching the subject of Intercultural Communication at universities – degree structures, teaching/research projects and needs analysis. The recurring theme in these four papers is the necessity of a close interrelation between research and teaching as well as theory and practice. The third part, based on a case study from the second, outlines challenges and opportunities for the development of intercultural study programmes at the University of Chemnitz. The methodology employed here is pertinent to all universities wishing to implement intercultural studies programmes that suit their particular local and institutional requirements
47
Casey, Regina Suzanne. "¡Súbete al Progreso! : narratives of progress and social mobility surrounding the Santo Domingo Metro." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3410.
Full textAbstract:
Transportation planning initiatives are assumed to further the development of growing cities across the globe. Latin American cities, especially, suffer from a deficit of infrastructure that presents greater challenges to the efficient movement of people and goods, which makes transportation one of the biggest hindrances to development in Latin America. Throughout the twentieth century, development projects in the Dominican Republic were carried out in the contexts of foreign military occupation and state repression, whereby processes of technical modernization arrived alongside state-led violence. Meanwhile, grandiose infrastructure projects were paired with narratives of national greatness. Decisions regarding land use and distribution of public services remained inattentive of the poorest residents, causing enormous inequalities in increasingly urbanized cities.
President Leonel Fernández campaigned for his third term promising to break from old forms of corruption, and has symbolically delivered this promise of progress through the construction of a new subway system. The Santo Domingo Metro revolutionizes transportation options in key areas of a chaotic and congested road system, where many public transportation vehicles are old and dilapidated. Metro can save hours in commute times, provide safe, reliable transit at low cost, and promote sustainability. However, critics note that billions of dollars invested on Metro expansion preempt the funding of health and education. Construction processes displace neighborhoods, while many communities situated near the stations still face daily hardships associated with inadequate housing and lack of sanitation. My paper blends the perspectives of technical transportation planning and critical development theory to understand whether the Metro will serve these communities by improving their access to services, schools, and job sites, or simply drain scarce funds from these very areas. This paper also critically evaluates the way that the current administration‘s symbol of progress at times mirrors the top-down political culture of the past. The Metro thus elucidates larger theoretical and practical questions regarding the interactions of transportation planning and political culture, and their impacts on spatial hierarchies and growth within urban spaces.text
48
Hessling, Vincent. "Telling Technology. Contesting Narratives of Progress in Modernist Literature: Robert Walser, Paul Scheerbart, and Joseph Roth." Thesis, 2018. https://doi.org/10.7916/D8224BNH.
Full textAbstract:
Telling technology explores how modernist literature makes sense of technological change by means of narration. The dissertation consists of three case studies focusing on narrative texts by Robert Walser, Paul Scheerbart, and Joseph Roth. These authors write at a time when a crisis of ‘progress,’ understood as a basic concept of history, coincides with a crisis of narration in the form of anthropocentric, action-based storytelling. Through close readings of their technographic writing, the case studies investigate how the three authors develop alternative forms of narration so as to tackle the questions posed by the sweeping technological change in their day. Along with a deeper understanding of the individual literary texts, the dissertation establishes a theoretical framework to discuss questions of modern technology and agency through the lens of narrative theory.
49
Pei, Yi-Yuan, and 裴翊淵. "Narrative Analysis of Student Entrepreneurship Progress." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/87957003232664550558.
Full textAbstract:
碩士國立勤益科技大學
流通管理系
97
Through narrative analysis, this study discusses an entrepreneur story thoroughly so as to understand the context of all kinds of people, affairs, and matters in the entire entrepreneurship progress, and the background of time and history; this study also discusses the reasons of inducing an entrepreneurship and promotes the progress of entrepreneurship activities. This study believes the reasons that induce the entrepreneurship behavior of an entrepreneur should include the influence of the interaction between long-term and short-term factors. The long-term factors that induce the entrepreneurship behavior of an entrepreneur are the innate personality of the entrepreneur and the background and experience of personal growth process (including own direct experience or learning from other’s experience indirectly). The short-term factors that induce the entrepreneurship behavior of an entrepreneur are the entrepreneurship conditions that the entrepreneur possesses now, which are the three entrepreneurship driven elements, “opportunity”, “team”, and “resources”. The short-term factors mainly concern every kind of entrepreneurship conditions that exists in objective environment at present, while long-term factors mainly influence how the innermost subjective thought of the entrepreneur determines the current external environment; during the acts that are undertaken by objective entrepreneurship conditions and subjective thought and decision, they show feedback to each other continuously, and thus the entrepreneurship activities would be established progressively. This study suggests that before undertaking entrepreneurship, one should carry out the following steps first: (1) Assess whether you possess the long-term factors of entrepreneurship; (2) Assess which kinds of short-term entrepreneurship factors you possess, then you could know how sufficient you are in the three entrepreneurship driven elements, “opportunity”, “team”, and “resources”, so as to carry out entrepreneurship activities; (3) Arrange your long-term and short-term factors into entrepreneurship SWOT analysis; (4) Assess which kind of entrepreneurship circulation channel you are suitable for from the SWOT analysis, and use this channel as the starting point of entrepreneurship. Through mastering the developmental process of the three short-term entrepreneurship factors, “opportunity”, “team”, and “resources”, the entrepreneur could advance the progress of entrepreneurship activities continuously; hopefully, the goal of successful entrepreneurship could be reached in the end.
50
Koomen, Martinus Antonius Joseph. "Educational assessment for economies, societies and citizens: towards a general theory of educational assessment." Thesis, 2019. https://vuir.vu.edu.au/40055/.
Full textAbstract:
This study explores progress narratives in technological, social and personal dimensions
and the effect different attitudes towards progress have on educational assessment design
and use. By addressing this question this study works towards a general theory for
informing design and use of educational assessment so that it better meets the needs of
economies, societies and citizens. This study responds to rapid developments in
technology that are affecting contemporary educational assessment design and use at a
time when theoretical approaches are unable to frame these developments. It works
towards identifying and exploring tensions emerging from different attitudes to progress,
and how these attitudes inform contemporary educational assessment design.
This study engages with progress narratives through reconstructions of historical
materialism associated with socialism (Marx & Engels, 1846/2000) and creativedestruction
associated with capitalism (Schumpeter, 1942/2008). These formulations of
progress narratives are explored through the work of Habermas (1981/1985, 1981/1992)
and his use immanent critique (Antonio, 1981; Stahl, 2013). This sociological framing
allows the effects of technological progress on educational assessment to be explored
through its relationship with economies, societies, and citizens.
This study uses immanent critique and rational reconstruction to reconceptualise
educational assessment for a contemporary context by coherently linking theories from
sociology and educational assessment. Emphasis is given to educational assessment as
symbolic media, through which several legitimation tensions are identified that are not
currently addressed in educational assessment validation. These legitimation tensions
have implications for educational assessment design as well as for education system
management more generally.