<p> This auto ethnography examines how a timid young boy grew up to become a confident music composer and how he developed a method of auto ethnographic songwriting. Through a process of systematic narrative inquiry and hermeneutic analysis, the study uncovers personal insights in self-awareness and in compositional technique. The study examines how the author reacted to personal and professional failures, regained emotional equilibrium through creative expression, and developed a method of transforming spoken text into complete songs. The study also considers how educational practices and cultural expectations in the late twentieth century American affected the composer's musical upbringing and sense of belonging. Additionally, the study recounts how the composer trained his own mind and body to perceive tempo and syncopation in order to compensate for a lack of an innate sense of rhythm. The study illuminates the transforming effect that acts of creativity had on this individual's belief system and how they helped him sustain his enthusiasm for life.</p>

No description available.

<p> Situated within scholarship on applied folklore, this dissertation discusses and evaluates the 2013&ndash;2015 Pacific Post Partum Support Society&rsquo;s (PPPSS) &ldquo;Strengthening Community-based Resources for Families Experiencing Perinatal Depression and Anxiety and Their Health Care Providers&rdquo; project. In this project, working with PPPSS staff, contractors, and volunteers, I used mixed methods to create educational resources and new services for clients and professional helpers. The overall project was designed to reduce the stigma of perinatal mood and anxiety disorders (PMADs) and to encourage struggling new parents to reach out for help sooner, when treatment is likely to be less expensive and more effective. Making use of post-project follow-up interviews with project participants and staff, this dissertation documents, reflects on, and evaluates this project in order to serve as a case study to guide the development and implementation of similar applied folklore projects. </p><p> By analyzing the narratives of project participants, this dissertation also examines the multifaceted, pervasive, and profound impact of stigma on new parents&rsquo; perinatal experiences, especially those experiencing a PMAD. This dissertation also discusses the process of sharing personal experience narratives in a supportive environment that formed the key inspiration for this applied project, as well some of the potential impacts on parents who share these narratives, including providing a way to understand their own experiences. </p><p> This dissertation encourages additional applied folklore work to support struggling new parents and offers suggestions for how health care providers, community support workers, and friends and family members can better support new parents in the hopes of promoting positive outcomes for families.</p>

Thesis (M.A.)--Memorial University of Newfoundland, 2003. / Bibliography: leaves 176-201. Also available online.

This examination looks at the contextual and cultural implications of learning, using sources from story-telling traditions. The thesis proposes that perceptions of reality are manipulable fictions. It uses the teachings of the American visionary writer, Lynn Andrews, to illustrate how a person's perceptions can be altered to his or her advantage, and how, when not properly attended to, perceptions can manipulate the person. Andrews' work is compared to that of Carlos Castaneda and other contemporary visionary writers, as well as to very old teachings from an oral tradition. I have set the study of Andrews' insights in the social, environmental and educational contexts of North America in the final years of the 20th century, as I experience those contexts in my private and professional academic life. I conclude that including knowledge such as that which Andrews offers, in the menu of teachings available to and tolerated by North Americans, is essential. / The thesis details a set of extra-ordinary teachings proffered by Lynn Andrews, purportedly of native origin. Attention is given both to the techniques used to teach and to the exceptional knowledge imparted. In Part I, I speak of the distinct culture of learning which I come from, and reply to detractors of cross-cultural teaching. I outline the general purposes which I believe these teachings can serve in any culture, and most particularly in the global culture of life on earth. Part II is a detailed exposition of the teachings in the first two books by Lynn Andrews. Part III addresses some of the challenges confronting those who wish to take her teachings to heart and pass them on to others. This section makes it clear that such teachings are not appropriate for everyone, and are not to be instituted in a systemic context.

Magister Artium - MA / This thesis investigated the role that folklore can play in contemporary environmental problems. This research was prompted by people living around the Mantrombi nature reserve in the Nebo region of Limpopo province who showed and interest in reviving folklore as an education model to combat their existing environmental problems. / South Africa

No description available.

No description available.

This thesis investigated the role that folklore can play in contemporary environmental problems. This research was prompted by people living around the Mantrombi nature reserve in the Nebo region of Limpopo province who showed and interest in reviving folklore as an education model to combat their existing environmental problems.

This thesis investigated the role that folklore can play in contemporary environmental problems. This research was prompted by people living around the Mantrombi nature reserve in the Nebo region of Limpopo province who showed and interest in reviving folklore as an education model to combat their existing environmental problems.