Relevant bibliographies by topics / The autobiographical fragment

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'The autobiographical fragment'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "The autobiographical fragment"

1

Greenberg, Jay. "An Autobiographical Fragment." Psychoanalytic Inquiry 24, no. 4 (2004): 517–30. http://dx.doi.org/10.1080/07351692409349099.

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Rajan, Balachandra. "Autobiographical Fragment #1." University of Toronto Quarterly 80, no. 3 (2011): 660. http://dx.doi.org/10.1353/utq.2011.0154.

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Rajan, Balachandra. "Autobiographical Fragment #2." University of Toronto Quarterly 80, no. 3 (2011): 661. http://dx.doi.org/10.1353/utq.2011.0155.

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Moses-Hrushovski, Rena. "Becoming a Psychoanalyst—An Autobiographical Fragment*." Psychoanalytic Inquiry 30, no. 2 (2010): 155–70. http://dx.doi.org/10.1080/07351690903203303.

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Hegel, Robert E., Yu Luojin, Rachel May, and Zhu Zhiyu. "A Chinese Winter's Tale: An Autobiographical Fragment." World Literature Today 62, no. 1 (1988): 180. http://dx.doi.org/10.2307/40144250.

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Cheadle, Brian. "David Copperfield and the Autobiographical Fragment Reconsidered." Dickens Quarterly 36, no. 3 (2019): 205–23. http://dx.doi.org/10.1353/dqt.2019.0032.

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Shneidman, Edwin S. "Ideas From My Undergraduate Years: An Autobiographical Fragment." Journal of Personality Assessment 82, no. 2 (2004): 129–37. http://dx.doi.org/10.1207/s15327752jpa8202_1.

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Occhionero, Miranda, Lorenzo Tonetti, Sara Giovagnoli, and Vincenzo Natale. "The Infantile Amnesia Phenomenon and the Beginning of Autobiographical Memories." Applied Sciences 13, no. 2 (2023): 1158. http://dx.doi.org/10.3390/app13021158.

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The first years of life are characterized by an absence or paucity of memories, a condition known as infantile amnesia (IA). This study examines the distribution of the early memory recall of young adults, considering the distinction between the first (0–3) and the second (4–6) epoch of IA. We used five categories to classify memories: Perceptual-Visual Fragment, General Semantic Memory, Episodic Fragment, Repeated Episode, Single Episode. Fifty-five students (20 males; mean age = 20.85) were asked to remember their earliest events. We were also interested in understanding the presence of content features. Remembering at first epoch were low; in the second epoch, the frequency of memory increased. Results showed as the presence and number of different types of memory decrease the likelihood of memory being structured as episodic. The participants reported more elements of perceptual-visual fragments, episodic fragments, semantic memories, or repeated events when a well-organized episodic memory does not emerge. These results suggest that the episodic system assumes the role of organizer of the experience and becomes the most relevant form of memory with respect a less structured form of partial remembering. Significant differences were observed in the content features of the different memory types. The offset of IA has a complex articulation, and the complete episodic memories are the last step in the different development stages.
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Daud, Afrianto. "Becoming an English Teacher: An Autobiographical Narrative Inquiry." AL-ISHLAH: Jurnal Pendidikan 13, no. 1 (2021): 90–98. http://dx.doi.org/10.35445/alishlah.v13i1.405.

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This paper documents a fragment of a story in my life that plays a significant role in shaping my identity as an English teacher and influencing me in deciding to become an English teacher as my career choice. This study's research question is 'how and why did I decide to become an English teacher?'. This study was conducted using the "narrative inquiry" method underthe qualitative research paradigm. The study is carried out by describing an individual's life, collecting and retelling parts of his life relevant to the research topic. In this study, the fragments of the story that are retold are the writer's own experience. This study shows that a person's journey to become a teacher can start long before he/she enters a teacher education institution. A person's decision to become a teacher can come internally and come from external factors, such as the influence of 'significant others', socio-cultural factors, economic factors, and teacher political factors. All of these factors are intertwined or influence a person's final decision on whether to choose a career as a teacher or not.
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Karpinski, Eva C. "Postcards from Europe: Dubravka Ugrešić as a Transnational Public Intellectual, or Life Writing in Fragments." European Journal of Life Writing 2 (June 18, 2013): T42—T60. http://dx.doi.org/10.5463/ejlw.2.55.

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The article explores Dubravka Ugrešić's ongoing project of interrogating and challenging different constructions of Europe from the perspective of “minor transnationalism”, focusing on the relationship between European minority cultures and the West. She has developed a hybrid form of political life writing that I call the autobiographical fragment, which mixes autobiography, personal essay, cultural criticism, travel writing, autoethnography, epistolarity, and diary. I argue that the autobiographical fragment is uniquely suited to address the discontinuities and ruptures of history, experience, and memory that have accompaniedEurope’s post-communist transformations. In the texts that I examine, including "Have a Nice Day: From the Balkan War to the American Dream", "The Culture of Lies", "Thank You For Not Reading", and "Nobody’s Home", she confronts the trauma of ethnic and gendered violence and integrates the personal and the “global”, linking the former Yugoslavia, present-day Croatia, the European Union, the United States, and the globalized cultural marketplace.
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Dissertations / Theses on the topic "The autobiographical fragment"

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Heine, Bart, and University of Lethbridge Faculty of Education. "Connection : a hermeneutical inquiry of an autobiographical fragment." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004, 2004. http://hdl.handle.net/10133/224.

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The title of this thesis is: Connection: A Hermeneutical Inquiry of an Autobiographical Text. It is based on the following thesis question: What is the significance of connecting with another in teaching? The following quote set the stage for the writing: "All places have names and stories, and wisdom sits in (those) places" (Chambers, 2003,p.233). Hermeneutics -- the art of interpretation -- is used to inform an autobiographical fragment. This autobiographical fragment is a fictional rendering of two days of teaching told in a narrative format. the thesis is designed around Gadamer's text Truth and Method. Gadamer's work is supplemented with the work of Martin Heidegger, F.D.E. Schleiermacher, Georg Hegel, as well as modern curriculum scholars such as Cynthia Chambers, David Smith, David Jardine and Max Van Manen. The writing begins with a methodology which grounds the writing, and then is developed through three voices in the form of a literature review, a narrative fragment, and text interpretation. The literature review is guided by questions such as Why use autobiographical narrative? What is the site of the inquiry? and Is narrative still relevant in a postmodern world? Time is also spent on the questions: Who were the great hermeneutical thinkers? and Who speaks for hermeneutics now? After the literature review, a narrative fragment is given. In the last third of the thesis, the narrative is deconstructed using Truth and Method and curriculum scholarship articles to structure the reflections. The "voice" shifts between the three sections. In the first third of the thesis the voice is intended to be academic. The voice in the narrative is personal. The third voice is interpretive and plays back and forth between academic reference and personal reflection. The major themes evolved as the writing progressed. The theme of authoritarianism as antithetical to connection was explored. Alienation acted as a foil to connection. There is an analysis of connection in the context of proper conversation, which includes guidelines for mutual respect and codes of moral conduct. The thesis provides a commentary on the power of hermeneutics to inform the teaching process. It then concludes with a series of questions pertaining to the significance of hermeneutical exploration in teacher preparation and classroom teaching.
viii, 127 leaves ; 29 cm.
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Ehrenholz, Karen M. "Remembering and reuniting fragments : an autobiographical and theoretical exploration of children's stories offering healing and hope to a young child." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50829.

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This thesis explores my relationship with my mother as a young child through the lens of children’s fiction and film. It is comprised of poems, each of which embodies my understanding of aspects of texts I engaged with throughout my early childhood. The poems are my response to themes, images, and phrases that I integrated into my own world view and belief systems in the context of a turbulent childhood. Themes that emerge include: a mother-daughter relationship, family secrets, trauma, abuse, and the transformative power of children’s book characters and stories. My exploration reveals the key role libraries and children’s fiction and film played in informing my childhood story. Children’s stories pulled me up and out of the ashes and rubble of my familial home and abusive maternal relationship. Children’s stories showered me with hope where none existed. This thesis is my attempt to distill the shadows and suffering of my childhood into something luminous and light (Martel, 2009). Visiting the library as well as reading and viewing children’s stories, helped me prosper emotionally, cognitively, and relationally; stories offered me healing. Through reading children’s books and projecting my thoughts and emotions onto the characters and their individual plights, I gathered insights, encouragement, clarity, and courage that helped me understand my mother in the broader context of my life, and to move beyond survival to thriving as a grown woman--as mother to my own children, as well as professional teacher nurturing the minds and hearts of others’ children. Following the poetic component of the thesis is a discussion of the approach I have undertaken, which might be described as a combination of poetic inquiry, narrative research, memoir, life writing, autobiography and autoethnography. I have elected to position this piece following the thesis, as a reflection, so as to let the poetry stand in the first place on its own, as a valid form of academic discourse.
Arts, Faculty of
Library, Archival and Information Studies (SLAIS), School of
Graduate
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Huf, Caroline. "Fragmented Continuity: an investigation into autobiographical time." Master's thesis, 2019. http://hdl.handle.net/1885/158244.

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My practice-led research project explores alternative autobiographical modes of digital video art to examine the fragmented continuity of a personal experience of time. This has culminated in the development of 'video weaving' for the final work entitled "Threadbare" which is a digital video installation. This work draws on my investigations into temporal studies such as neuroscience, neuro-cognitive film theory, Buddhist philosophy and meditation. My practice has also been informed by experimental filmmakers such as Marie Menken, Arthur and Corinne Cantrill, Andy Warhol and Rose Lowder. Developing a unique editing process to combine multiple digital files into a single framework, "Threadbare", incorporates my reading into ideas of time and digital medium to convey the embodied experience of time as a reflection of self-portraiture.
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Books on the topic "The autobiographical fragment"

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Mary, Craig. Blessings: An autobiographical fragment. Chivers, 1988.

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The young Ardizzone: An autobiographical fragment. Slightly Foxed, 2013.

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Luminous night's journey: An autobiographical fragment. Shambhala, 2000.

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Yü, Lo-chin. A Chinese winter's tale: An autobiographical fragment. Research Centre for Translation, Chinese University of Hong Kong, 1986.

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Luojin, Yu. A Chinese winter's tale: An autobiographical fragment. Research Centre for Translation, Chinese University of Hong Kong, 1986.

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Lester, Paul. The last twist of the knife: An autobiographical fragment. Protean, 1990.

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Ali, Mohamed. My life, a fragment: An autobiographical sketch of Maulana Mohammad Ali. National Press Trust, 1987.

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Ali, Mohamed. My life, a fragment: An autobiographical sketch of Maulana Mohamed Ali. Manohar Publishers & Distributors, 1999.

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Innes, Brian. A long way from Pasadena: The remarkable history of the Temperance Seven in an autobiographical fragment. Montgaillard, 2001.

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Martin, Buber. Meetings: Autobiographical fragments. Routledge, 2002.

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Book chapters on the topic "The autobiographical fragment"

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Greenberg, Jay. "An Autobiographical Fragment*." In Psychoanalytic Credos. Routledge, 2022. http://dx.doi.org/10.4324/9781003206248-6.

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Bradbury, Nicola. "Dickens's Use of the Autobiographical Fragment." In A Companion to Charles Dickens. Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470691908.ch2.

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Wood, Madeleine. "Charles Dickens—Lost Children and ‘Primal Scenes’: The ‘Autobiographical Fragment’, Dombey and Son and Great Expectations." In Parents and Children in the Mid-Victorian Novel. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45469-2_4.

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Madongonda, Mavis Angeline, and Enna Sukutai Gudhlanga. "The ‘I’ in Oliver Mtukudzi’s Music: Autobiographical Memory and the Fragmented Self in Selected Songs." In The Cultural and Artistic Legacy of Oliver Mtukudzi. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-97200-4_9.

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North, Julian. "[Autobiographical Fragment]." In The Works of Thomas De Quincey. Routledge, 2020. http://dx.doi.org/10.4324/9780429349096-36.

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De Quincey, Thomas. "[Autobiographical Fragment]." In The Works of Thomas De Quincey, Vol. 11: Articles from Tait's Magazine and Blackwood's Magazine, 1838–41, edited by Julian North. Oxford University Press, 2003. http://dx.doi.org/10.1093/oseo/instance.00238327.

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"Appendix 2: Simmel’s Autobiographical Fragment." In Messages from Georg Simmel. BRILL, 2013. http://dx.doi.org/10.1163/9789004235717_009.

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"Autobiographical Fragments." In Speculators and Patriots. Routledge, 2005. http://dx.doi.org/10.4324/9780203988404-10.

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"Charles Dickens, from ‘Autobiographical Fragment’, 1847 and a letter to Mr Frank Stone, 30 May 1854." In Tobias Smollett. Routledge, 2002. http://dx.doi.org/10.4324/9780203197516-167.

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Georgelin, Hervé. "Historical Awareness in Zavèn Bibérian’s Autobiographical Longer Fragment: A Rare Perception of both Armenian and Jewish Sufferings." In Armenian and Jewish Experience between Expulsion and Destruction. De Gruyter, 2021. http://dx.doi.org/10.1515/9783110695403-013.

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