I denna uppsats diskuteras föräldraskap och normer runt föräldraskap och hur dessa normer skapas.Uppsatsens syfte är, att med utgångspunkt i Anthony Giddens teori om expertsystem, analyseraföräldratidningar, med fokus på två olika teman gällande information och konsumtion och förklara hurdessa teman i tidningar skapar normer runt identiteten som förälder. Frågeställningarna handlar om hurföräldratidningar skapar identiteter kopplade till information och konsumtion samt hurföräldratidningar blir expertsystem för att forma identitet och normer. Det teoretiska avsnittet utgår frånAnthony Giddens expertsystem samt hur kultur och populärkultur definieras enligt Simon Lindgren ochDominic Strinati. Det teoretiska avsnittet avhandlar även hur postmodern populärkultur definieras ochhur identiteter formas i samhället relaterat till postmodern populärkultur. Den metod som har använts idenna uppsats är baserad på Norman Faircloughs kritiska diskursanalys samt Michel Foucaultsdiskursbegrepp. Resultaten visar att det finns diskurser kopplade till uppsatsens syfte genom atttidningarna blir en form av expertsystem då dessa tillhandahåller både handfasta råd ochrekommendationer till föräldrarna och dessa råd och rekommendationer bygger på information frånexperter. Det finns även finns diskurser kopplade till identitetsskapande och konsumtion och dessaåterkommer i samtliga tidningar. Resultaten kan emellertid diskuteras eftersom att diskursanalyshandlar om hur forskaren tolkat sitt material, men det finns dock ett flertal tydliga mönster somförekommer i tidningarna.

Emotional labor and its influence on authenticity and identity amongst human service workers has been the focus of numerous studies. Often these studies viewed identity as a stable sense of self. This study set out to examine emotional labor amongst clergy and how it may differ from the emotional labor experienced in other occupations, with the premise that individuals have multiple identities that shift and change depending on the situational context. A thematic analysis of interviews conducted with twenty-seven clergy and a textual analysis of denominational/church texts was conducted to examine the following ideas: 1) how clergy negotiated tensions of authenticity and identity in their work; 2) how clergy described the spiritual and emotional dimensions of their work; 3) how denominational texts address issues of spiritual and emotional labor; and, 4) if clergy felt enabled and/or constrained by denominational standards and beliefs. The results of this study indicated that emotional and spiritual labor amongst clergy is unique for several reasons. One, the emotional labor clergy engaged in served a positive function because they see it as means of helping others. Second, clergy were aware that emotional labor was intrinsic to the job and they engaged in activities to preempt or manage the tension they felt when the job required them to mask their true feelings and display organizationally preferred feelings. Finally, clergy enjoyed the spiritual dimension of their jobs; thus they were engaged in spiritual work (authentic spirituality), not spiritual labor (inauthentic spirituality). Results also indicated that denominational texts did convey a preferred identity or ideal for how pastors should behave. Pastors indicated that the denominational expectations and guidelines for pastors both enabled and constrained them. The majority of the pastors felt the freedom to disagree civilly and the denomination/church provided venues in which pastors could communicate their dissenting views. However, in some cases, pastors felt the denominational guidelines for the "ideal pastor" were in conflict with how they saw their own role as pastor and they left the denomination. Results also revealed how pastors‘ identities shifted and changed as the context in which they were ministering changed.

Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 308-319). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M. Div.)--St. Vladimir's Orthodox Theological Seminary, 2008. / Abstract. Description based on Microfiche version record. Includes bibliographical references (leaves 54-56).

Numerous studies have pointed to the historiographic and metafictional aspects of Ian McEwan’s and Graham Swift’s fiction, although few have examined the connections between McEwan and Swift. This study develops from that work by proposing that McEwan’s and Swift’s fictions explore similar themes, beyond those of just history and metafiction. By situating McEwan and Swift as postmodern writers who are strikingly intertextual, in the sense initially coined by Julia Kristeva, this study will show that both authors are deeply concerned with the violence of the twentieth and early twenty-first centuries, and the role that violence has played in the failure of metanarratives, as well as the resulting terror subjects face as they seek replacements for the personal authenticity, legitimacy, and meaning once provided by totalizing metanarratives. This study also illustrates that McEwan and Swift recognize the persistence of the metanarrative of science, as well as the psychic violence inherent in trying to replace metanarratives with received literary traditions. By developing on these ideas, this thesis argues that McEwan and Swift are actively engaged not only in exploring the anxiety subjects face as they realize there is nothing left upon which they can base their personal legitimacy, but also that the authors are suggesting there is no easy replacement for the lost, albeit fictitious, authenticity once situated in metanarratives and received genres. Finally, this paper will demonstrate that while these two contemporary novelists significantly problematize narrative and narrative frameworks, McEwan and Swift ultimately convey only one sure method to cope with the mourning and terror of the postmodern condition: continue writing.

Bound to violence (1968) is the first novel written by the Malian author Yambo Ouologuem. Winner of the Renaudot Award (November 1968), the novel was pulled from bookstore shelves by the French editor in the early 1970’s, following the accusations of plagiarism, which never went to trial. When the French text is reprinted in 2003, it is presented as an attempt to rehabilitate its reputation to the francophone public. Our study analyzes the intertextual practices, of which plagiarism is a major constituent, that are the foundation of the innovative narrative process of Bound to violence. The author appropriates the texts of the occidental novel as well as of the Bible, which various theories of intertextuality allow to identify. Similarly, the paratext of Bound to violence, which categorizes it as a novel, permits the blending of different discourses of that period in a mixture of narratives and genres. The novel presents “fixed” discourses such as the story of Hamitic Myth, ideological discourses about blackness and colonialism but also discourse about society, particularly History. The intertextual and hypertextual practices allow a fusion of narratives and genres which defines the novel’s originality. This study goes beyond a simple listing of the literary texts which are part of Bound to violence and examines the elaboration of an intertextual link between Bound to violence and other literary texts, as well as their function in the newly created novel. / Thesis (Master, French) -- Queen's University, 2009-10-06 17:23:10.38

The concept of iconic architecture has been around for thousands of years. It has taken the form of great structures that have portrayed powerful messages, to impress and to intimidate society, from the pyramids and tombs of Egypt to the great Gothic cathedrals in Italy. It is by these structures that individuals have been exonerated and great nations have been identified. This concept is still very much prevalent today. Great structures and monuments fill the landscape, providing local and national identity and power to many communities and cities across the world. Today, icons bear the responsibility to represent more than just individuals and corporate structures but rather to provide an identity for every part of society. This document aims to understand this new role that icons have to play in society and how iconic architecture can facilitate the representation of a group of people through capturing their identity. This is an important opportunity for communities and nations to uplift and develop themselves as units of strength, on a local and international scale. To understand the purpose of icons, it is necessary to also understand the various characteristics of iconic architecture and how icons are made. These range from the physical identity to more representational characteristics. Both of these aspects begin to breakdown the essential ingredients that make up the powerful image of an icon. It is this image that provides identity for society. The theories of Semiology and Place Theory, as well as the concepts of Identity, Critical Regionalism, and Psychological Perception, are also used to discuss and highlight the various issues surrounding iconism and aids in the defining of icons as entities that establish and represent social identity. Throughout this document, the discussions into the various purposes of icons, portrayed through precedent studies and case studies, defines iconism for the present day. In so doing, the ways in which iconism can bring identity to a group of people, to a community and to society, is ultimately understood, and strives for a more empowered society, such as that of Durban. The outcome of the document proves the hypothesis to be true. Iconsim is a tool for social identity through its ability to portray the representation of communities as a unified whole. The redefined role of iconism to take on this responsibility is achieved through the theories of Semiotics, Place Theory and Psychological Perception. The physical presence of an icon is proved to be an important characteristic of iconism as it celebrates unique forms and the use of technology. The selected case studies are used to interpret icons in Durban, the location of the study, as well as discover the ways in which they benefit or fail the community with regards to their new defined role within society. / Thesis (M.Arch.)-University of KwaZulu-Natal, Durban, 2012.

No description available.

Early childhood teachers spend their professional lives in social interactions with children, families and colleagues. Social interactions shape how people understand themselves and each other through discourses. Teachers in Aotearoa New Zealand negotiate their subjectivities, or self-understandings, within initial teacher education (ITE), professional expectations, education and society. They are shaped by historical and contemporary discourses of early childhood teaching professionalism as they gain status as qualified and registered teachers. Early childhood teachers’ understandings of their personal professional identities influence self-understandings of everyone they encounter professionally, especially young children. This poststructural qualitative collective case study investigates five newly-qualified early childhood teachers’ negotiations of their personal professional identities. My research study is based in postmodern understandings of identities as multiple, complex and dynamic, and subjectivities as self-understandings formed within discourses. In contrast, institutionally-directed reflective writing in early childhood ITE can reflect modernist perspectives that assume essentialist, knowable identities. Tensions exist between my postmodern theoretical framework and my data collection strategy of facilitated self-study, an approach that is usually based on the modernist assumption that there is a self to investigate and know. My participants explored their subjectivities through focus group discussions, individual interviews, and reflective writing, including institutionally-directed reflective writing. Three dominant discourses of early childhood education emerged from data analysis that drew on Foucault’s theoretical ideas: the authority discourse, the relational professionalism discourse and the identity work discourse. Positioned in these discourses, all participants regarded themselves as qualified and knowledgeable, skilled at professional relationships and as reflective practitioners. They actively negotiated tensions between professional expectations and understandings of their multiple, complex and changing identities. I concluded that these participants negotiated understandings of their personal professional identities within three dominant discourses through discursive practices of discipline and governmentality, seeking pleasurable subject positions, and agentic negotiation of tensions and contradictions between available subjectivities.

This study investigates the challenges to the legitimacy and authority of scientific research in late modern philosophy of science. The author suggests that the different challenges to the legitimacy of science have led to relativism and amount to a crisis. Keeping in mind the positivist background, he illustrates the legitimacy crisis of science in the period from Popper to the present. In particular his analysis focuses on the "historical school" (Kuhn, Feyerabend etc.) in philosophy of science. The main question of this study is: what are the causes and the nature of the legitimacy crisis emerging in the contemporary philosophical assessment of science? To answer this question, a few specific challenges to the legitimacy of science emerging in particular areas are analysed: for example the difficulties of anchoring scientific certitude to its proper object of study, the loss of objectivity, growing scepticism about the possibility of communication and scientific progress. After substantiating the gradual emergence of relativist and sceptical approaches in the abovementioned areas, this study provides a "diagnosis" aiming at identifying the causes of the crisis. The humanist ground motive of nature and freedom and the choice of anchoring scientific certainty either in the subject or in the object of knowledge are considered the main sources of the crisis. They lead to arbitrary absolutisations of particular aspects of the scientific enterprise and (in the case of subjectivist approaches) to sceptical approaches to the possibility of scientific objectivity, communication and progress. This study also indicates a few possible resources, available in the reformational tradition, to counteract the legitimacy crisis of science. The main resource indicated in this study is the recognition of the structural order for reality, which is accessible to scientific analysis, "constrains" scientific research but also constitutes a common ground for researchers. Other important resources are the recognition of the link between scientific and pre-scientific knowledge and the acknowledgment that universality and individuality are traits of everything that exists. / Thesis (Ph.D. (Philosophy))--North-West University, Potchefstroom Campus, 2007.