Orientador: Maria Suely Kofes / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-06T00:07:51Z (GMT). No. of bitstreams: 1 Souza_PatriciaInesGarciade_D.pdf: 6315348 bytes, checksum: c8eddb8a95bbb51b90960b8c5a225570 (MD5) Previous issue date: 2006 / Resumo: A presente tese investiga as transformações da maçonaria na cidade de Belém do Pará, dando ênfase aos aspectos relacionados à religiosidade. Para tanto, faz um levantamento histórico dos embates da instituição na cidade e de sua presença, relevando também a forma como se deu a constituição de um campo maçônico. Em seguida, para comprovar a existência desse campo, destaca os lugares em que um maçom compõe sua identidade, a partir de um habitus, o da instituição. Essa conserva suas próprias leis e modos de funcionamento e de transformação, admitindo transformações internas dentro de limites. Se a reprodução de um habitus constitui o maçom, lugares como a ritualística agenciam diversos lugares de interesse, produzindo-se assim vários tipos de maçons. Para comprovar tal fato descreve-se o ritual de iniciação ao grau de aprendiz, do Rito Escocês Antigo e Aceito, que é quando o indivíduo começa a conhecer a instituição, dando início à incorporação de um habitus e a inscrição desse como uma pessoa particularizada - um maçom - que então passa a fazer parte de uma comunidade. Mas nem todos vivem essa ritualização desse modo, na cidade, não passando por nenhuma performance transformadora e colocando em questionamento os significados da instituição. As reações a esse estranhamento são variadas. E então os lugares de interesse que enformam a instituição entram em crise, a partir de uma crise dos próprios maçons, tomando-se lugares de incerteza - um campo de embates. Esses embates se vêem mais intensificados com o surgimento de uma maçonaria mista na cidade, segmento considerado "espúrio" pela maçonaria "regular", que, além de dar entrada às mulheres no ritualismo maçônico, também surge para recuperar um "espírito tradicional maçônico" que julga estar perdido pela maçonaria regular, em inter-relação com o espiritismo kardecista. A invenção dessa maçonaria rompe com os limites estabelecidos. Para se compreender esse processo, faz-se uso do conceito de Das, de evento crítico. Em seguida, se abordam duas trajetórias pertinentes para se traduzir o processo de transformação local da maçonaria: a etno-biografia do fundador da maçonaria mista e, do mesmo modo, a de um maçom considerado uma estrela do esoterismo contemporâneo na cidade, pois concentra redes de relações pessoais que interconectam a maçonaria com o movimento do esoterismo. Por fim, se explora o termo "buscadores do sagrado" termo êmico recolhido durante a pesquisa, tradutório de embates internos locais da maçonaria / Abstract: This thesis investigates the transformations of Free Masonry in the city of Belém do Para, emphasizing the aspects related to religiousness. In order to do this a historical survey was made of the clashes with the institution and its presence in the city, also emphasizing the way in which a Masonic field was constituted. In sequence, in order to prove the existence of this field, emphasis is given to the places in which the Mason builds his identity, that is, starting from a recurring habitus, within the institution. This conversation has its own rules and modes of operation and transformation in the institution, allowing for the internal transformations within limits. The reproduction of a habitus constitutes a Mason. However since the places like the rituals represent various places of interest, this habitus also produces various types of Free Masons. To prove such a fact a description is given of the initiation ritual to the degree of apprentice, of the Ancient and Accepted Scottish Rite, which is when the individual begins to learn about the institution, beginning the incorporation of a habitus and his subscription as a particularized person - a Mason - who then begins to be a part of a community. But not everyone goes through this ritual in this way, in the city; some do not undergo any transforming performance or questionings of the meanings of the institution. The reactions to this questioning are varied. And then the places of interest that inform the institution face a dilemma, starting with the dilemma of the Free Masons themselves, thus becoming places of uncertainty - a field of conflicts. These conflicts become intensified with the appearance of a Mixed Masonry in the city, a segment that is considered "spurious" by "regular" Free Masons, which besides allowing the entrance of women to the Masonic rituals has also arisen to recuperate the "traditional Masonic spirit" that is deemed lost by the regular Masonry in an inter-relationship with Kardecist spiritism. The invention of this Mixed Free Masonry breaks with the established limits. To understand this process the Das concept of a critical event is applied. This is followed by two pertinent approaches to interpret the local process of Masonry transformation: the ethnic-biography of the founder of Mixed Free Masonry, and in the same way that of a Free Mason considered a star of contemporary esotericism in the city, since he concentrates networks of personal relationships that interconnect masonry with the esoteric movement. Finally the term "searchers of the sacred" - an emic term collected during the survey that interprets the local internal conflicts of Free Masonry / Doutorado / Doutor em Ciências Sociais

Psychobiographical researchers methodically formulate life histories and interpret them by means of psychological theories. The research typically focuses on exemplary and completed lives. The cases that are studied are usually of individuals who are of particular interest to society as a result of excelling in their particular fields, be they to benefit or detriment of society. Temple Grandin was chosen for this study using purposive sampling as she meets the psychobiographical requirement of being an extraordinary individual. As an individual with autism Grandin faced many challenges growing up. Despite a difficult and absent beginning, Grandin developed into a stable and scientifically creative adult who contributes to society. She excels as an animal scientist and designer of humane livestock handling facilities and has an international reputation for her contribution to the livestock industry and animal welfare. The primary aim of this study is to describe and interpret the life of Temple Grandin through Erikson’s (1950/1973) theory of psychosocial development. A mixed method approach (Yin, 2006) was employed for the conduction of this study. The overarching data processing and analysis guidelines for this study were provided by Miles and Huberman (1994, 2002a, 2002b). The conduction of the processing and analysis of data was aided by Alexander’s (1988, 1990) method of asking the data questions as well as an integration of Yin’s (2014) time series analysis with Erikson’s (1950/1973) triple bookkeeping approach. This study contributes to the development of psychobiographical research in South Africa as well as to personality and developmental theory.

Hierdie is 'n psigobiografiese studie van Generaal Christiaan Rudolph de Wet. 'n Psigobiografiese studie is die bestudering van 'n persoon se volledige lewe met die doel om die persoon beter te verstaan. Psigobiografiese navorsing maak gebruik van psigologiese teorieë wat aangewend word om die biografiese data van 'n persoon se lewe te beskryf en moontlik ook te verklaar. Die individu wat bestudeer word, is gewoonlik 'n bekende, invloedryke, navolgenswaardige, interessante of modelfiguur. Daar is tans 'n oplewing in die veld van psigobiografiese studies, maar daar word nog steeds nie genoeg in die akademiese veld gedoen om psigobiografiese studies te bevorder nie. De Wet (1854-1922) is vir hierdie studie gekies omdat hy 'n interessante, dog komplekse figuur was. Hy het veral tydens die Anglo-Boereoorlog in 1899-1902 bekendheid verwerf. As 45-jarige man het De Wet in die Anglo-Boereoorlog geveg en vinnig opgang as 'n militêre leier gemaak. Sy vindingryke ontsnappingspogings het die Britse magte hoofbrekens besorg. Wat De Wet verder uniek maak, is dat hy met net drie maande skoolopleiding in die parlement gedien het, as president verkies is, die hoogste gesag in die Verdedigingsmag gehad het en 'n boek oor sy oorlogsherinneringe geskryf het. Alhoewel daar akademiese werke oor De Wet bestaan, is daar tot op hede nog geen psigobiografiese studie oor hom gedoen nie. Die doel van die studie was om die mens agter die legende na vore te bring. Daar is ook gepoog om moontlike antwoorde en verklarings op onbeantwoorde vrae te gee. Die studie het van beide kwalitatiewe en kwantitatiewe data gebruik gemaak en kan as 'n psigobiografiese gevalstudie beskryf word. Die Vyf-faktor model van Costa en McCrae (1992) is op die biografiese data van De Wet toegepas om sodoende sy persoonlikheidseienskappe te beskryf. Die bevindinge het interessante persoonlikheidseienskappe van De Wet deur middel van die Vyf-faktor model aan die lig gebring. Volgens die kwalitatiewe navorsingsbevindinge was De Wet 'n vyandige, aksie-gedrewe, bevoegde, prestasie-strewende, selfgedissiplineerde, warm, openhartige, saggeaarde en beskeie persoon. Die kwalitatiewe en kwantitatiewe data-ontledings het uiteenlopende persoonlikheidskenmerke by De Wet geïdentifiseer. Die grootste verskille het by die fasette warmte, openhartigheid en altruïsme voorgekom. Die waarde van die studie is dat 'n wetenskaplike persoonlikheidsontleding van De Wet gedoen is. Dit is ook die eerste studie waar 'n teoretiese model op De Wet se persoonlikheid toegepas is. Alhoewel die studie sekere tekortkominge toon, beklemtoon dit terselfdertyd die wenslikheid daarvan om alternatiewe modelle te gebruik tydens die ontleding van persoonlikheidskenmerke. Die studie dui ook op die behoefte aan verdere navorsing, byvoorbeeld soortgelyke ontledings en vergelykings van die persoonlikhede van ander militêre bevelvoerders (De la Rey, Smuts, Beyers, Hertzog).

Helen Martins devoted approximately the last thirty years of her life to converting her family home into a unique fantasy world which she named the Owl House. Since her death in 1976 the Owl House has become a national monument and museum in South Africa. Throughout her life Helen was considered by most of the surrounding villagers to have been strange, and she withdrew increasingly from society. However, she appeared to have contained a desire for human connection. There are several instances in which she expressed this desire, such as through the numerous letters which she wrote to fellow artists. The existing body of literature on Helen illustrates the complex nature of her personality; however the question of which personality style she best typifies has remained unanswered. In order to answer this question a psychobiography was conducted on Helen. Psychobiographies entail a biographical representation of a person's life history to which a psychological theory is applied. The psychological theory utilised within the current study was Millon's (1969/1996) Biosocial- Learning Theory. Thus, the chief objective of this study was to describe and interpret Helen's personality style through the use of Millon's (1969/1996) Biosocial-Learning Theory. Alexander's model of data extraction and Miles and Huberman's three step approach were implemented in order to reduce, organise and analyse the data. The findings of this study reflected that Helen deteriorated from one of Millon's (1969/1996) proposed personality styles to another as she aged. The current findings may illuminate Helen's motives for obsessively devoting her life to the creation of her fantasy world.

Indiana University-Purdue University Indianapolis (IUPUI) / The role of the nurse has changed dramatically in the past twenty years with increasing complexity of patient care and a rapidly changing health care environment. In addition to the challenges noted regarding patient care, problems with increasing medical errors were noted in the literature specific to graduates in their first year as a nurse. Research in particular to nursing education provides a way for nurse educators to become more astute at addressing problems pervading the role of the new nursing graduate. Narrative Pedagogy was identified as a research-based nursing pedagogy and has been researched and enacted for more than a decade. Out of the Narrative Pedagogy research, the Concernful Practices emerged identifying what was considered meaningful to nursing education by teachers, students, and clinicians. Listening was one of the Concernful Practices and became the focus of this study. The research question addressed the “How do nurse educators who enable Narrative Pedagogy experience Listening: knowing and connecting?” This was a hermeneutic phenomenological study in which ten nurse educators shared their experiences. The two themes that emerged from the study included: Listening as Dialogue and Listening as Attunement. The findings of this study provided a different way of thinking about teaching and learning that encompasses so much more than merely a strategy or outcome-based approach. The implications of this study offer nurse educators insight about opening a dialogue that draws attention to the realities of the role of the nurse responding to multiple patients with complex health conditions.

Thesis (MA (Industrial Psychology))--University of Stellenbosch, 2007. / The primary objective of the study was to describe Professor Christiaan Barnard’s career development according to the theoretical model formulated by Greenhaus, Callanan and Godshalk (2000). The research design implemented in the study is a exploratory-descriptive psychobiographical case-study that followed an idiographic-morphogenic research strategy and used qualitative data to present a coherent narrative of Barnard’s career development. During the study biographical and autobiographical data pertaining to Barnard’s career development were collected and analysed. Barnard was selected as psychobiographical subject through a purposive sampling strategy. Barnard was regarded as an appropriate subject for the study because of his extraordinary and pioneering contributions in the context of organ transplants. The study used qualitative data and included both primary (autobiographical material) and secondary data (biographical material). The data collection and data analyses were based on an approach suggested by Yin (2003). This approach uses a theoretical model to determine the relevance of data as well as the nature of data that would facilitate the achievement of the research objective. It is implemented by posing specific questions to the data. The data analysis procedure was based on the approach suggested by Huberman and Miles (1994). Their approach comprises three phases, namely data-reduction, data-display, and conclusion drawing or verification. The researcher ensured ethical standards throughout the study by obtaining Barnard’s consent to conduct the study. The researcher treated personal information with respect, empathy, thoughtfulness and prudence. Only data available in the public domain (published biographical and autobiographical material) were considered during the data analysis phase. Lastly, the researcher attempted to interpret data in a responsible and transparent manner. The analysis of Barnard’s career development according to the theoretical model of Greenhaus et al. (2000) demonstrated the value of the model to accurately describe and interpret the career development of extraordinary individuals.

The global rise in divorce since the 1960s has brought into question the idealised view of the nuclear family which has for centuries been awarded special status in western societies and has been regarded as the primary social institution. According to contemporary research parental divorce has become a reality for every one in six children in South Africa. Until recently, little consideration had been given to how divorce affects black South African families, as it was considered to be an occurrence which only took place in white, mainly middle-class, families. The proportion of black South African couples divorcing has been increasing over the past decade, and in 2008 was said to contribute to 35% of all divorce in South Africa. Most research to date on the children of divorce has focused on young white children and adolescents and is largely concerned with those who have found parental divorce particularly difficult, and are manifesting adjustment and other behavioural problems. The research which has been done on the effects of parental divorce on young adults focuses mainly on clinical studies with middle-class families based either in the United States or in the United Kingdom. This research, using an experience-centred, life-story narrative approach, explores the stories which young black South African adult women between the ages of 18 and 25 tell, to give account to the ways in which recent parental divorce has affected their lives, views on family life, and what it has meant to them. The use of an experience-centred, life-story narrative approach allows for a process of rupture, acceptance and re-storying to be accounted for, as the participant’s narrative shifts from past, to present and the future. Five young black women from a South African university each participated in two narratively sequenced semi-structured interviews based on McAdams’ personal narratives protocol, which includes six core themes, namely: Key Events, Significant People, Stresses and Problems, Personal Meanings and Life-Lessons, Future Script, and Life Theme. Crossley’s narrative analysis was then used to identify emergent themes and images in each individual narrative, after which they were woven together into a coherent story linked to previous literature. This study found that divorce involves a highly complex transition and reconfiguration process perhaps not fully accounted for in the existing idea and images associated with it. Despite being young adult women who had moved away from home and were engaged in their own lives, it became apparent that parental divorce was still a difficult and complicated experience, but that it is possible to tell both pessimistic and optimistic stories of parental divorce and its consequences.

This thesis considers past autobiographical theory and questions whether it addresses the autobiography of the female writer. Autobiographies of Harriet Jacobs, Margaret Sanger, and Maxine Hong Kingston are examined to reveal their polyvocality, use of the autobiographical "I", and rhetorical strategies maintained in order to create a close relationship with the reader. Particular attention is paid to Mikhail Bakhtin's theory of dialogism and Sidonie Smith's autobiographical "I."

Following the postmodern discourses of spatial conceptualisation, this study examined the manner in which space in an Open Distance Learning (ODL) University enables or constrains academics’ work as they go about the process of constructing their academic identities. Focusing on academics’ engagement in one college of the University, the study was premised on the assumption that, in the current higher education (HE) dispensation, academic identity construction presumes and demands the existence of supportive space for academics to effect the academic practices. Lefebvre’s (1991) social production of space and Soja’s (1996) Thirdspace were used as lenses to examine the multiple dimensions of space in relation to spatial practices in the College, the spatial policies and the experiences of academics as the users of the Institutional space. Qualitative ethnographic research methods that were used to collect data included a review of the Institutional policies, intranet posts and emails; the observation and photographing of academics’ offices and administrative office space; observation of departmental meeting proceedings and the conducting of semi-structured interviews with academics of different academic ranks. Findings suggested that although some forms of space are supportive of spatial practices that contribute to academic identity construction, the imagined space of the ODL Institution can be unfairly inclusive and inconsiderate of academics’ unique spatial needs. Such inclusivity of space seemed to be inconsistent with the appropriate ODL space as imagined by some participants where academics may work comfortably and with limited restrictions. The study concluded by making recommendations on how the Institution and the academics may manage space for optimal academic identity construction in the College. / Educational Foundations / D. Ed. (Philosophy of Education)

This study examines through autoethnographic inquiry my research journey in the world of childhood cancer. The unfolding research experience eventually led to the focus of this investigation which is exploring stories of coping with childhood cancer in a support group for parents. Using the principles of ethnographic epistemology this study explores the stories of eight parents whose children were diagnosed with cancer and who decided to join the support group for parents called, TOUCH. An overview of the existing body of knowledge on childhood cancer and the family is presented as well as the value of a social support group in parenting a child with cancer. The need of a conceptual shift in order to understand the problem of parenting a child with cancer is propagated. The stories of eight parents within the setting of a social support group are presented. Through the principles of the qualitative method of ethnography the story of the child's cancer is described by means of emerging themes. The coping mechanisms used to cope in this world of uncertainty and ambiguity, follows. Finally the contribution of the support group is discussed in terms of my relationship with the group member, the group members' communication pattern and what was perceived to be helpful to the group member. The eight stories discussed all follow the same pattern. Four hypotheses emerged from the eight stories described and are presented in the final chapter. The strengths and limitations of the study are discussed as well as recommendations for future research. / Psychology / D. Lit. et Phil. (Psychology)