This thesis deals with the structure of the composition which we can find in stylistic expression of pupils of the basic school. The fact that the attempts of pupils are in the initial stage is taken into the account. We will talk about the history of stylistic lessons, its goals and requirements. There will be mentioned stylistic forms which are typical for the basic school. We will find how teachers can prepare and correct the stylistic expressions of pupils, about typical mistakes in the expressions of pupils and how teachers can prevent them. We will briefly look at the history of naratology and we will mention a few aspects which are connected with the narrative analysis. A few selected expressions will be analyzed in the practical part.

Tato práce má dvě roviny a s nimi související dva cíle: teoreticky zakotvuje téma "Flashback" v domácím odborném prostředí, a vytváří tak zázemí pro jeho další zkoumání, v rovině analytické se soustředí na období československé nové vlny. Filosofické zázemí pro zkoumání flashbacku jakožto zásadního vyjadřovacího prostředku filmové narace, schopného zachytit fungování paměti, mi poskytla filosofie paměti Henri Bergsona. Než jsem přistoupila k primárnímu zdrojovému materiálu, formulovala jsem si pracovní definici pojmu flashback a vytvořila základní historický přehled o jeho existenci v rámci dějin kinematografie světové a v tomto přehledu akcentovala vývoj kinematografie české. Období domácí nové vlny mi nabídlo pro studium sledovaného tématu kreativní prostor i příhodné podmínky. Vymezila jsem její časové určení, předchůdce, představitele a inspirované souputníky, jejichž tvorbu jsem však zkoumala v kontextu veškeré domácí hrané produkce. Tak bylo zjištěno, že v letech 1963 - 1969, kdy bylo realizováno 218 dlouhometrážních hraných filmů, se v jedné třetině z nich objevuje flashback. Tyto filmy se pak staly předmětem mého výzkumu: analyzovala jsem už literární a technické scénáře, filmy samotné i jejich kritickou odezvu, to vše výhradně z hlediska využití a percepce flashbacku jako narativního...

This diploma thesis deals with life perspective problems of clients in Institutional Treatment Institut that are captured in their several personal narratives and subsequently processed by the method of narrative analysis. The diploma thesis is focused on the partial, lively, personal, unique and subjective experience of the clients in the Institutional Treatment Institut, aiming to understand their lives within contextual connections and to reflect their future life perspectives. The thesis has a theoretical-application character. The attention of the theoretical part is paid to problems of behavioral and emotional disorders, their classifications, causes and other contexts, as well as the topic of prevention and therapy of behavioral and emotional disorders, with the greatest attention being paid to institutional education. The author is also interested in the period of adolescence. The empirical part focuses on mapping the links between the experience of staying in the Institutional Treatment Institut and the current view of the own particular life perspectives of the survey participants, wheras among other things, the protagonist's changes in attitudes about education as a life value over time are accentuated. The method of narrative interview was applied as a research tool, which was mainly...

This study is an inquiry into discourses which influence gay people's lives. Foucault's ideas regarding knowledge, power, discipline, discourse and sexuality form the epistemological background enabling a social constructivist-deconstructive analysis of these concepts in relation to the problem of homosexuality. The theological origins of influential discourses form the focus of one chapter. Additional discursive fields - such as psychology, education, the military and legislature - are also investigated. Besides the research initiator, three other participants shared their experiences of being gay in a conservative religious context. The narrative analysis spawned five themes of discourse ranging from homophobic discourses - which invite oppression into silence - through reverse-discourse, to those discourses which encourage free expression of gayness. The study seems to support a Foucauldian view that there are various influential power-relations which contest for the right to define human sexuality. Judging from the study, homosexuals do not appear to be powerless or completely silenced at all. / Philosophy, Practical and Systematic Theology / MTH - SPEC PAST THERAPY

Teenage pregnancy is an ever increasing dilemma in South Africa. Dealing effectively with pregnant teenagers is a continuous challenge for the health care providers particularly the nursing staff. The present study focuses on the reproductive health care services in a Gauteng province clinic and pregnant teenagers' experiences of their interaction with the nursing staff. Six pregnant teenagers were included in the study. Data consistied of the participants' narratives regarding the health care services provided by the nursing staff. Themes from the narratives were identified and explored according to a Social Constructionism stance within the Postmodernist paradigm. Factors found to affect the experiences of the pregnant teenagers included acceptance, respect, effective communication, privacy, trust and the dedication and professionalism of the nursing staff. / Psychology / M.A. (Clinical Psychology)

This paper is concerned with synchronic analysis of the biblical text. The text has been analyzed according to various narrative methods, as presented in the manual by J. L. Ska. The Book of Jonah is an extremely complex and elaborated text. It is basically a narration, determined by a precise Hebrew syntax. In the Book of Jonah, we may find three interlaced plots. This fact makes of the book, one of the shortest books in the Old Testament, a precious literary masterpiece. The most secondary literature affirms that the main theme of the Book consists in God{\crq}s grace and mercy. But the narrative analysis discovers also the importance of the prophet himself, who is a splendid image of the mankind, and his wonderful complexness.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-09T19:52:54Z No. of bitstreams: 1 talitasouzamagnolo.pdf: 3951913 bytes, checksum: 85343732cfccbaf6f929c32bf333341b (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-10T12:12:43Z (GMT) No. of bitstreams: 1 talitasouzamagnolo.pdf: 3951913 bytes, checksum: 85343732cfccbaf6f929c32bf333341b (MD5) / Made available in DSpace on 2018-04-10T12:12:43Z (GMT). No. of bitstreams: 1 talitasouzamagnolo.pdf: 3951913 bytes, checksum: 85343732cfccbaf6f929c32bf333341b (MD5) Previous issue date: 2018-02-08 / Esta pesquisa tem como principal objetivo compreender qual foi e como foi construída a narrativa do “III Festival de Música Popular Brasileira” de 1967, pela revista “Intervalo” da editora Abril. Contextualizou-se o período militar brasileiro (1964 – 1985), com foco nos movimentos sociais, artísticos e musicais, com o propósito de entender como, apesar da censura, violência, prisões e torturas, a música ganhou voz e espaço, especialmente, com a expansão da TV no Brasil e a criação de programas musicais. É realizado um breve retrospecto histórico sobre o início das competições musicais, bem como suas principais características artísticas e mercadológicas. O Festival de 1967 foi um dos mais importantes durante a “Era dos Festivais”, sendo considerado um momento de ruptura musical, revolução e surgimento de novas características para a música popular brasileira. Contextualizou-se o surgimento das primeiras revistas especializadas e específicas dos meios de comunicação, já que o semanário da editora Abril foi o primeiro a tratar exclusivamente de televisão no Brasil. O embasamento teórico está nos principais autores de memória, História Oral e Análise Crítica da Narrativa. Recuperou-se a biografia da revista “Intervalo” a partir de depoimentos de ex-funcionários do semanário. Por fim, através da metodologia de Análise Crítica da Narrativa, proposta por Luiz Gonzaga Motta (2013), realizou-se a análise da cobertura jornalística feita pela revista “Intervalo”. / This research has as main objective to understand what was and was constructed the narrative of the "III Festival of Popular Brazilian Music" of 1967, by the magazine "Intervalo" of the publisher Abril. The Brazilian military period (1964-1985) was focused on social, artistic and musical movements, with the purpose of understanding how, despite censorship, violence, prisons and torture, music gained a voice and space, especially with the expansion of TV in Brazil and the creation of musical programs. A brief historical retrospective on the beginning of the musical competitions, as well as its main artistic and marketing characteristics is carried out. The 1967 Festival was one of the most important during the "Festival Era", being considered a moment of musical rupture, revolution and appearance of new characteristics for Brazilian popular music. The first specialized and specific journals of the media came into being, as the publishing house Abril was the first to exclusively deal with television in Brazil. The theoretical basis is in the main authors of memory, Oral History and Critical Analysis of Narrative. Recovered the biography of the magazine "Intervalo" from testimonies of former employees of the weekly. Finally, through the methodology of Critical Analysis of Narrative, proposed by Luiz Gonzaga Motta (2013), the analysis of the journalistic coverage made by the magazine "Intervalo" was carried out.

With the aim of contributing one aspect to the international relations enterprise of understanding the grounds for security policy action, this essay makes a theoretical exploration of the basis for security strategy-making on the political level, with the aid of a multidisciplinary framework for analysis (combining research on strategy, narratives and role theory). Developing the concept of strategic actor by assessing its constitution through aspects of strategic theory (e.g. theories of action), role enactment, and strategic narratives, enables the study to construct an analytical tool which can be utilized to assess the strategic reasoning of actors within international relations. This analytical tool is tested for relevance by being employed to empirically analyse public security strategies of states and intergovernmental organizations as presumed strategic actors. Empirical analysis guided by the framework for analysis is conducted vis-à-vis a selection of security strategies (a.k.a. strategic concepts) between 2000 and 2010, of state-actors: the Russian Federation, the United States, the United Kingdom, and IGO-actors: the European Union and NATO. The essay increases the understanding of strategic actors’ strategy-making in general and security strategy-making in particular. The findings augment the understanding of the complex choices facing political units if they aim to credibly cast themselves as a strategic actor – at least regarding the aspect of reasoning strategically – as well as shedding some more light on the particular policy material that security strategies represents.

This thesis aims to learn about opportunities for and challenges to the development of multilingual literacies in three forms of education in Sweden and Australia that teach or draw on immigrant languages.  In Sweden mother tongue instruction and multilingual study guidance are in focus and in Australia, a community language school. Taking an ecological approach to the research sites, the thesis investigates how language ideologies, organization of the form of education and language practices impact on the development of multilingual literacies. A range of linguistic ethnographic data including 75 lesson observations, 48 interviews, field notes and photographs has been analyzed against the theoretical backdrop of the continua of biliteracy (Hornberger, 1989; Hornberger &amp; Skilton-Sylvester, 2000), heteroglossia (Bakhtin, 1981) and emerging theories of translanguaging (García &amp; Li, 2014) to investigate the questions. The thesis ties together the results of four interlocking case studies investigating the above-mentioned forms of education. Study I analyses the syllabus for mother tongue instruction in Sweden and finds that while aligning with the overall values of the curriculum for the compulsory school, a hidden curriculum constrains implementation. In Study II, multilingual practices during multilingual study guidance in Sweden are analysed, and demonstrate how translanguaging helps recently arrived students reach the learning goals of subjects in the Swedish curriculum. In study III, systematic analysis of indexicals reveals contrasting language narratives about language and language development in and around a Vietnamese community language school in Australia. Study IV focuses on mother tongue instruction in Sweden and through analysis of audio-recordings of lessons, interviews and field notes, finds three dimensions of linguistic diversity infuse the subject.  Opportunities for the development of multilingual literacies are created when there is equal access to spaces for developing literacies in different immigrant languages, within which language ideologies that recognize and build on the heteroglossic diversity of students’ linguistic repertoires dynamically inform the organization of education and classroom practices. Challenges are created when monoglossic ideologies restrict access to or ignore linguistic diversity and when there is a lack of dynamic engagement with implementation and organization. Basing organization, and classroom strategies around the linguistic reality of the students and the genres they need, benefits the development of multilingual literacies in both settings and can help students become resourceful language users (Pennycook, 2012b, 2014). / <p>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: Manuscript.</p>

Magister Educationis - MEd / The study's main starting premises is that there is a disjuncture between the rich educational engagements of these students in their environmental space and how their learning practices are framed, informed and positioned in the institutional space. My study is underpinned by an interpretivist paradigm in terms of which I set out to describe and understand the meanings that the student respondents assign to their learning practices when they are involved in discursive practices of speaking, knowing, doing, reading and writing. Qualitative research instruments: field notes, participant and non-participant observations and formal and informal interviews were used in order to answer my research question and achieve the desired research aims of this thesis. The findings are presented in a narrative format after deriving at categories and themes using narrative analysis. Finally, my research shows how these students are positioned in and by their lived spaces (whether environmental or institutional) in specific ways, and they, based on their own resources, networks and interactions, and by exercising their agency, actively construct their own spaces of learning. I describe these active constructions by these students as their 'conceptual space of learning' to highlight the complex ways in which they go about to establish their learning practices in their lived spaces. The study provides an analysis of the basis upon which each of these four students go about constructing their learning practices. / South Africa