This thesis describes a qualitative study exploring the use of critical care diaries from the experiences and perspectives of patients, family members and nurses in a Scottish Intensive Care Unit (ICU). Diaries are currently used in some ICUs across Europe, the UK, Australia and other countries to help patients come to terms with the experience of critical illness. Started in the ICU, the diary is written at the bedside by nurses and family members providing an account of what happened when the patient was in ICU. Following discharge, the diary is handed over to the patient for them to read and refer to during their recovery. Therefore, the diary is used by different people, at different times and in different ways throughout the critical illness journey. However, until recently, research has mainly focused on the diary being read by the patient after ICU as an aid to recovery with little known about family members and nurses despite them being the main authors during the time in ICU. This doctoral research was designed to explore critical care diaries from multiple perspectives and experiences to gain a greater understanding of the different ways in which diaries can be used. Furthermore, it is the first known research study in this area to have been undertaken in NHS Scotland where the use of diaries remains a relatively new practice. The theoretical perspective of Symbolic Interactionism helped to inform the development and design of the research study. A focused ethnographic approach was taken to explore the use of critical care diaries from the different groups identified, during and after a stay in ICU. The setting was an Adult ICU in Scotland where diaries were being used as part of a follow up service for patients and family members after ICU. Data were collected from February 2013 to June 2014. Semi-structured interviews were the main method of data collection. A purposive sampling strategy was adopted to recruit participants in triads with a related patient, family member and nurse involved in their care during the time in ICU. This is a novel and unique approach to research in this area. Four complete triads and two incomplete triads were recruited giving a total of sixteen interviews with four patients, six family members and six nurses. Interviews were supplemented with a small number of formal observations of nurses carrying out diary related activities (n=9) and field notes from time spent at the site. Transcribed interview data were analysed using a thematic approach, uncovering five main themes: (1) Information; (2) Communication; (3) Emotion; (4) Person Centered and (5) Gender. The concept of ‘Stories as joint actions’ developed by the sociologist Ken Plummer in 1995 was used as a framework to discuss and explain the findings. Diaries were found to support information sharing and facilitate communication interactions between nurses, family members and patients in the ICU as well as promoting and demonstrating a person centered approach to care. Emotional support was experienced by family members from writing in and reading the diary during the time in ICU whereas patients experienced emotional support from reading diary entries after the time in ICU. However emotional effort was associated with reading and writing in the diary during and after the time in ICU for patients, family members and nurses. Male family members were found to be less likely to write in the diary compared to female family members. Factors such as gender and literacy appeared to influence diary use however this requires further investigation. A new conceptual model ‘Critical Care Diaries as Joint Actions’ was created to address the complex nature of experiences with critical care diaries. Exploring the use of diaries from multiple perspectives and experiences has provided valuable insight into the different ways in which diaries are used during and after the time in ICU demonstrating that although the diary is primarily written for the patient, family members, nurses and patients use the diary in different ways to support their needs and others needs throughout the experience of critical illness.

Que relações se estabelecem entre a escrita de diários por professoras, a equipe de trabalho da escola e a produção da professoralidade de todos os envolvidos neste processo? Esta foi a pergunta que busquei responder nesta pesquisa. Este é um estudo sobre registro e formação de professores, que buscou nos conceitos de documentos de processo (Cecília Almeida Salles), escrita de si, (Michel Foucault), professoralidade (Marcos Villela Pereira), signo e linguagem (Charles Sanders Peirce) o sentido necessário para estabelecer relações entre escrita e auto-formação. Do ponto de vista metodológico, busquei referências na etnografia para conhecer como duas professoras - e a equipe pedagógica da instituição - relacionavam escrita e auto-formação. Utilizei-me também, em certa medida, da auto-biografia, pois este é um estudo que fala muito da minha relação com a escrita de diários e de como percebo a interferência deste ato na produção da minha professoralidade. / What relations define between teachers diaries writing, the school work group and the teaching production of all involved in this process? This was the question which I sought to answer in this search. This is a review about teachers register and graduation, which sought in the concepts of the process documentations (Cecília Almeida Salles), self writing, (Michel Foucault), teaching (Marcos Villela Pereira), sign and language (Charles Sanders Peirce) the necessary meaning to establish relations between writing and self graduation. From a methodological point of view, I sought references on ethnography to understand how two different teachers and the pedagogical team of the institution related writing and self graduation. I include my self too, in certain way, in the autobiography, because this is a study which relates a lot about my relation with the diaries writing and how I see the interference of this act in my own teaching.

Submitted by Thiago Rodrigues (thiagorodrigues@ufba.br) on 2016-06-06T20:49:18Z No. of bitstreams: 1 A ATUACAO CRITICA DA TRADUCAO EM THE LIZZIE BENNET DIARIES DESLOCAMENTOS DE ORGULHO E PRECONCEITO PARA A CONTEMPORANEIDADE VIRTUAL.pdf: 1162137 bytes, checksum: 3b28cc50086a343eee2ae72402483825 (MD5) / Approved for entry into archive by Alda Lima da Silva (sivalda@ufba.br) on 2016-06-13T16:37:09Z (GMT) No. of bitstreams: 1 A ATUACAO CRITICA DA TRADUCAO EM THE LIZZIE BENNET DIARIES DESLOCAMENTOS DE ORGULHO E PRECONCEITO PARA A CONTEMPORANEIDADE VIRTUAL.pdf: 1162137 bytes, checksum: 3b28cc50086a343eee2ae72402483825 (MD5) / Made available in DSpace on 2016-06-13T16:37:09Z (GMT). No. of bitstreams: 1 A ATUACAO CRITICA DA TRADUCAO EM THE LIZZIE BENNET DIARIES DESLOCAMENTOS DE ORGULHO E PRECONCEITO PARA A CONTEMPORANEIDADE VIRTUAL.pdf: 1162137 bytes, checksum: 3b28cc50086a343eee2ae72402483825 (MD5) / CAPES / Esta dissertação parte do princípio de que a tradução consiste num processo de deslocamento criativo e crítico que recria e transforma textos anteriores. São tomados como objetos de estudo o romance Orgulho e Preconceito, escrito por Jane Austen, em 1813, e sua tradução intersemiótica, The Lizzie Bennet Diaries, web série veiculada no YouTube, entre 2012 e 2013. Produzida por Hank Green e Bernie Su, a obra recebeu, em 2013, o Emmy Awards de melhor mídia interativa, prêmio concedido pela primeira vez naquele mesmo ano. Em especial, são discutidos aspectos críticos da representação feminina em ambas as obras e o processo de desconstrução de valores e paradigmas tradicionais subvertidos pela tradução. Ressaltamos que o termo representação é aqui empregado sob a perspectiva pós-estruturalista, isto é, de uma construção não especular, mas discursiva, intimamente ligada a interesses políticos e ideológicos e, nesse aspecto, as reflexões de Tomás Tadeu da Silva (2007) foram valiosas na condução de nossos estudos. Na web série, elementos relacionados à condição feminina e aos papéis de gênero são abordados sob a perspectiva crítica e contemporânea, de modo que as conquistas amorosas das irmãs Bennet não são tão importantes quanto seu crescimento pessoal e profissional. Autoras como Elizabeth Kollmann (2003), Nancy Armstrong (1989) e Claudia Johnson (1990) fundamentam nossas reflexões sobre o contraste entre a vida das mulheres construídas por Austen e aquelas criadas pelo texto contemporâneo. No entanto, a enorme transformação proporcionada pela tradução não permite que ela escape das marcas da anterioridade e do texto de partida que nela sobrevivem. A reflexão sobre essa tensão entre permanências e transformações que se estabelece entre tradução e anterioridade foi guiada pelos estudos de Jacques Derrida (2006) e Cristina Carneiro Rodrigues (2000), além de Julio Plaza (2003), para quem a tradução atua como uma “reescritura da história”. Desse modo, acreditamos que a tradução intersemiótica em questão age como uma ponte, uma ligação entre dois momentos históricos, atuando criticamente tanto sobre a anterioridade quanto sobre seu próprio contexto de produção, posicionando-se ideologicamente a favor dos direitos e da independência das mulheres contemporâneas.

Que relações se estabelecem entre a escrita de diários por professoras, a equipe de trabalho da escola e a produção da professoralidade de todos os envolvidos neste processo? Esta foi a pergunta que busquei responder nesta pesquisa. Este é um estudo sobre registro e formação de professores, que buscou nos conceitos de documentos de processo (Cecília Almeida Salles), escrita de si, (Michel Foucault), professoralidade (Marcos Villela Pereira), signo e linguagem (Charles Sanders Peirce) o sentido necessário para estabelecer relações entre escrita e auto-formação. Do ponto de vista metodológico, busquei referências na etnografia para conhecer como duas professoras - e a equipe pedagógica da instituição - relacionavam escrita e auto-formação. Utilizei-me também, em certa medida, da auto-biografia, pois este é um estudo que fala muito da minha relação com a escrita de diários e de como percebo a interferência deste ato na produção da minha professoralidade. / What relations define between teachers diaries writing, the school work group and the teaching production of all involved in this process? This was the question which I sought to answer in this search. This is a review about teachers register and graduation, which sought in the concepts of the process documentations (Cecília Almeida Salles), self writing, (Michel Foucault), teaching (Marcos Villela Pereira), sign and language (Charles Sanders Peirce) the necessary meaning to establish relations between writing and self graduation. From a methodological point of view, I sought references on ethnography to understand how two different teachers and the pedagogical team of the institution related writing and self graduation. I include my self too, in certain way, in the autobiography, because this is a study which relates a lot about my relation with the diaries writing and how I see the interference of this act in my own teaching.

Master of Arts / Department of History / Bonnie Lynn-Sherow / At the conclusion of the first decade of the twentieth century, 60 percent of high school graduates were women. They were also the first generation of young women to be labeled as “adolescents” by psychologists. By 1950, the word “teenager” had not only been coined; it was part of everyday vernacular. Historians now recognize that adolescence — as a common set of ideas about how young people behave and interact with society — is a cultural construction that has changed over time. Using a combination of scholarly literature on the subject as well as primary sources to demonstrate and interpret the interplay between the exterior forces that shaped the cultural construction of adolescence and the interior forces that shaped young women's identities, this report addresses both how a collective memory of female adolescent identity arose and how individual memory operated in the context of this collective identity. Applying theories of collective memory to the individual diaries of six young women who came of age between 1870 and 1940, this analysis represents a departure from the traditional use of diaries in historical scholarship and provides a fresh approach to the analysis of collective memory.

O presente trabalho visa compreender a vida de Victor Klemperer (1881 1960) durante a Alemanha Nazista e através de seus relatos entender as condições em que a sociedade alemã esteve submetida. Filólogo de formação, alemão e judeu assimilado, convertido ao Protestantismo ainda jovem, Victor Klemperer sofreu todo tipo de humilhação ao longo dos anos do regime nazista na Alemanha. O casamento com Eva Klemperer lhe reiterou sua germanidade, visto que Eva era ariana. O que pensara ser uma loucura passageira, aos poucos foi se tornando um pesadelo desanimador e angustiante; eram constantes os pensamentos de morte e a depressão em relação ao cotidiano vivido. Tudo se intensifica quando ele perde sua cátedra de romanística na Universidade Técnica de Dresden e, somado a isso, também foi destituído de todos os direitos associados à cidadania alemã. Este trabalho busca entender, através de seus escritos, a realidade de um judeu que testemunhou de perto as atrocidades do regime nazista. As fontes aqui analisadas são seus diários escritos de 1933-1945 e sua obra LTI (Lingua Tertii Imperti) publicada no pós-guerra. A peculiaridade de seus escritos está no fato de Klemperer não ter emigrado da Alemanha durante o Nazismo, em contraponto às obras de caráter autobiográfico produzidas sobre esse período. / The present work tends to comprehend the life of Victor Klemperer (1881 1960) during Nazi Germany and, through his reports, to understand the conditions in which German society was submitted. Philologist by formation, German and assimilated Jewish, converted to Protestantism still young, Victor Klemperer suffered every kind of humiliation during the years of the Nazi polity in Germany. His marriage to Eva Klemperer reaffirmed his germaneness, for Eva was Arian. What he thought to be a passing madness soon became a discouraging and distressful nightmare; constant were the thoughts of death and depression in relation to the everyday living. Everything intensifies when he loses his romanistic chair at the Dresden Technical University and, summed to this, he was also destituted from the associated rights to German citizenship. This work seeks to understand, through his writings, the reality of a Jewish who closely witnessed the atrocities of the Nazi polity. The fonts here analyzed are his diaries written between 1933 and 1945 and his work LTI (Lingua Tertii Imperii) published in the post-war. The peculiarity of his writings is in the fact that Klemperer has not emigrated from Germany during Nazism, in counterpoint to the autobiographic compositions produced in this period.

Que relações se estabelecem entre a escrita de diários por professoras, a equipe de trabalho da escola e a produção da professoralidade de todos os envolvidos neste processo? Esta foi a pergunta que busquei responder nesta pesquisa. Este é um estudo sobre registro e formação de professores, que buscou nos conceitos de documentos de processo (Cecília Almeida Salles), escrita de si, (Michel Foucault), professoralidade (Marcos Villela Pereira), signo e linguagem (Charles Sanders Peirce) o sentido necessário para estabelecer relações entre escrita e auto-formação. Do ponto de vista metodológico, busquei referências na etnografia para conhecer como duas professoras - e a equipe pedagógica da instituição - relacionavam escrita e auto-formação. Utilizei-me também, em certa medida, da auto-biografia, pois este é um estudo que fala muito da minha relação com a escrita de diários e de como percebo a interferência deste ato na produção da minha professoralidade. / What relations define between teachers diaries writing, the school work group and the teaching production of all involved in this process? This was the question which I sought to answer in this search. This is a review about teachers register and graduation, which sought in the concepts of the process documentations (Cecília Almeida Salles), self writing, (Michel Foucault), teaching (Marcos Villela Pereira), sign and language (Charles Sanders Peirce) the necessary meaning to establish relations between writing and self graduation. From a methodological point of view, I sought references on ethnography to understand how two different teachers and the pedagogical team of the institution related writing and self graduation. I include my self too, in certain way, in the autobiography, because this is a study which relates a lot about my relation with the diaries writing and how I see the interference of this act in my own teaching.

The purpose of this study was to examine the impact of completing online diaries with specific topics on students’ self-regulated behavior in online courses. Also, this study sought to determine the impact of completing online diary topics with different topics (content-based or experience-based) on students’ self-regulation in online courses. The participants’ use of learning strategies was assessed to aid in this investigation. The research design utilized for this study was a quasi-experimental pretest/posttest design. The participants of this study included 30 undergraduate students from a variety of majors who were enrolled in one of two online courses. Of the 30 participants, 15 of the participants were in the content-based treatment group while the other 15 were in the experience-based treatment group. Convenience sampling was used to recruit participants for this study. Using data collected from the Motivated Strategies for Learning Questionnaire (MSLQ) and the diary entries submitted by the participants, the researcher did not find associations between completion of online diary topics and participants’ self-regulated behavior within the online courses. However, results did indicate that the content-based group reported higher levels of critical thinking usage than the experience-based group after the treatment was administered.

No description available.

Most of the Holocaust's victims were never able to tell their stories, and of the millions of victims, only a few hundred were able to write about their experiences. This makes surviving personal testimonies precious in many ways. They provide a rich resource for understanding both individual experience, as well as the ways in which the socio-historical context (i.e. region, gender, and class) greatly influenced each distinctive experience. This study examines six Holocaust diaries, of Jewish victims, taken from three different parts of occupied Europe: from Poland, Janusz Korczak's Ghetto Diary and Chaim Kaplan's The Scroll of Agony; from Holland, Etty Hillesum's An Interupted Life:the Diaries, 1941-1943 and Letters from Westerbork and Anne Frank's Diary of a Young Girl; and lastly, from France, Helene Berr's Journal of Helene Berr and Raymond Raoul Lambert's Diary of a Witness, 1940-1943. Through an examination of these six diaries, this project analyzes how the personal experience of individuals who witnessed the period and chronicled its events helps us understand both the nature of the Holocaust experience and the specific local political, social, and economic contexts. This project argues that an examination of these texts, when studied alongside the histories of their specific local contexts, can reveal both what all victims shared, throughout Europe during the period, as well as what was localized- how the different horrors experienced, by the victims, created different versions of the same hell.