This thesis is the first of three sections in what will be a book-long project of creative nonfiction essays. The book will parallel the author's diary with three other family diaries, spanning four generations. This thesis deals with the first of those diaries, written by Antonio Bonetti's, the author's great-grandfather. The narrative traces the author's struggle with clinical depression, juxtaposing this with his great-grandfather's political struggles in the city of Trieste during the nineteenth century (then under the Austro-Hungarian empire). Both the author's and Bonetti's diaries are excerpted and commented on by the author, comparing the author's experiences as a psychiatric patient with those of his great-grandfather as a political prisoner. This is the "conversation" of diaries. The irreverent tone of the Antonio Bonetti's prison diary confounds many of the author's expectations, leading the author to discover more commonalities than anticipated, namely a sense of humor in the face of severe diversity (the punchline as life boat). / Graduation date: 1999

Creating a sense of identity is constructed through communicative processes allowing us to participate in interpersonal relationships, and understand who we are. "Much of our emotional life is bound up with the way we narrate experiences..." (Kerby, 1991, p. 48). Because experiences are told from our own perspective, what we tell is significant. It reflects our feelings regarding a situation, and in the telling of the story, we reinterpret the way we understand our life and how we know ourselves. The purpose of this study is to examine the content and structure of the narratives contained within a diary, in order to learn how an individual interprets emotional experiences and constructs identities. It is a unique opportunity to explore how individuals can cope with ambiguity and uncertainty by constructing multiple identities to functionally enact within a variety of environments.

<p>The purpose of this study was to describe school counsellor development, paying particular attention to (a) what experiences school counsellors identify as significant markers in the development of their professional beliefs and practices, and (b) how such events come to attain their significance. Narrative methodology was utilized, with the intent of eliciting storied material and presenting the findings in storied format. In-depth, semi-structured interviews were conducted with four participants: two school counsellors and two school social workers. A narrative was composed for each participant based on the researchers analysis of the interview transcripts. The researcher discussed the individual participants contributions to the research questions as well as some emergent across-cases themes.<p> Participants identified a wide range of experiences that had impacted upon their personal and professional development. There were several factors contributing to an experiences significance: (a) emotional intensity, (b) readiness to learn, (c) goodness of fit, (d) positive reinforcement, and (e) cognitive accommodation. Across-cases themes with reference to critical experiences included the influence of childhood, the challenging or painful nature of incidents, and the simultaneous strength and vulnerability of empathy. Issues in the practice of school counselling included a necessarily remedial focus, insufficient supervision, and interventions beyond counselling. Self-care practices and metaphors of counselling also frequently appeared in the narratives.<p>The narrative design of this study allowed for detailed descriptions of experiences that underlie general developmental trends identified in the counsellor development literature. The data suggested that school counsellors develop in much the same way as the wider counsellor population. However, they face impediments to optimal professional development in the form of excessive caseloads, inadequate supervision, and role confusion. Implications for future research and the practice of school counselling are discussed.

Tourette's Syndrome is a rare, psychiatric condition that has the potential to negatively impact one's social, emotional, and academic domains (American Psychiatric Association, 2000). Those individuals most at risk from suffering from harmful effects are children and young adolescents, who are at a particularly vulnerable point in their lives as they progress through the stages of maturation and development in a variety of realms. Recent research has been conducted examining Tourette's Syndrome's neurological pathways, etiology, characteristics, and limitations of the disease (Freeman, Fast, Burd, Kerbeshian, Robertson & Sandor, 2000). However, limited research exists focusing on the lived, personal experiences of individuals living with this rare and unique syndrome. This study focused on the lives of three participants living with Tourette's Syndrome.<p> Conducted from a narrative inquiry approach, each participant shared their private and unique stories living with Tourette's. Stories were shared through a semi-structured interview design, where each interview was audio recorded and fully transcribed. Each individual's transcript was then analyzed and compared to each participant in efforts to identify common patterns and themes which emerged or notable differences which set each apart. The resulting findings identify an understanding of lives lived with Tourette's Syndrome, and the ultimate strength and courage that is required to overcome obstacles that the syndrome and society have placed on each individual. The findings also provide valuable information for educators and counsellors to assist in their professional practices.

This thesis examines the double-voiced representations of disability and illness in several works by Montgomery, the <i>Emily</i> trilogy (1923, 1925, 1927), the novel <i>The Blue Castle </i>(1926), the novella <i>Kilmeny of the Orchard </i>(1910), and two short stories, <i>The Tryst of the White Lady</i> (1922) and <i>Some Fools and a Saint</i> (published in 1931 but written in 1924). Although most of Montgomerys fiction in some way discusses illness and disability, often through secondary characters with disabilities, these works in particular feature disability as a central issue and use their heroes and heroines disabilities to impel the plots. While with one voice these works comply with conventional uses of disability in the love story genre, with another they criticize those very conventions. Using disability theory to analyze the fictions double voice, my thesis reveals that the ambiguity created by the internal conflict in the texts evades reasserting the binary relationship which privileges ability and devalues disability. <p> This thesis uses disability theory to examine the double-voiced representation of disability in the fiction of L.M. Montgomery. Bakhtin describes the double voice as an utterance which has two speakers at the same time and expresses simultaneously two different intentions: the direct intention of the character who is speaking and the refracted intention of the author (324). In this thesis, however, I perceive the double voice not as the difference between the voices of the speaking character or narrator and of the authors intention. Instead, I will approach the double voice as simultaneous expressions of conflicting representations, whether or not the author intends them. These voices within the double voice internally dialogue with each other to reflect changing social attitudes toward disability. By applying disability theories, such as those by critics David Mitchell and Sharon Snyder, Susan Sontag, Martha Stoddard Holmes, and Rosemarie Garland Thomson, that assess how texts invoke disability as a literary technique, this thesis shows that the narrative structure of Montgomerys fiction promotes the use of disability as a literary and social construct, while its subtext challenges the investment of metaphoric meaning in disability.

<p>The purpose of this study was to describe school counsellor development, paying particular attention to (a) what experiences school counsellors identify as significant markers in the development of their professional beliefs and practices, and (b) how such events come to attain their significance. Narrative methodology was utilized, with the intent of eliciting storied material and presenting the findings in storied format. In-depth, semi-structured interviews were conducted with four participants: two school counsellors and two school social workers. A narrative was composed for each participant based on the researchers analysis of the interview transcripts. The researcher discussed the individual participants contributions to the research questions as well as some emergent across-cases themes.<p> Participants identified a wide range of experiences that had impacted upon their personal and professional development. There were several factors contributing to an experiences significance: (a) emotional intensity, (b) readiness to learn, (c) goodness of fit, (d) positive reinforcement, and (e) cognitive accommodation. Across-cases themes with reference to critical experiences included the influence of childhood, the challenging or painful nature of incidents, and the simultaneous strength and vulnerability of empathy. Issues in the practice of school counselling included a necessarily remedial focus, insufficient supervision, and interventions beyond counselling. Self-care practices and metaphors of counselling also frequently appeared in the narratives.<p>The narrative design of this study allowed for detailed descriptions of experiences that underlie general developmental trends identified in the counsellor development literature. The data suggested that school counsellors develop in much the same way as the wider counsellor population. However, they face impediments to optimal professional development in the form of excessive caseloads, inadequate supervision, and role confusion. Implications for future research and the practice of school counselling are discussed.

This thesis examines the double-voiced representations of disability and illness in several works by Montgomery, the <i>Emily</i> trilogy (1923, 1925, 1927), the novel <i>The Blue Castle </i>(1926), the novella <i>Kilmeny of the Orchard </i>(1910), and two short stories, <i>The Tryst of the White Lady</i> (1922) and <i>Some Fools and a Saint</i> (published in 1931 but written in 1924). Although most of Montgomerys fiction in some way discusses illness and disability, often through secondary characters with disabilities, these works in particular feature disability as a central issue and use their heroes and heroines disabilities to impel the plots. While with one voice these works comply with conventional uses of disability in the love story genre, with another they criticize those very conventions. Using disability theory to analyze the fictions double voice, my thesis reveals that the ambiguity created by the internal conflict in the texts evades reasserting the binary relationship which privileges ability and devalues disability. <p> This thesis uses disability theory to examine the double-voiced representation of disability in the fiction of L.M. Montgomery. Bakhtin describes the double voice as an utterance which has two speakers at the same time and expresses simultaneously two different intentions: the direct intention of the character who is speaking and the refracted intention of the author (324). In this thesis, however, I perceive the double voice not as the difference between the voices of the speaking character or narrator and of the authors intention. Instead, I will approach the double voice as simultaneous expressions of conflicting representations, whether or not the author intends them. These voices within the double voice internally dialogue with each other to reflect changing social attitudes toward disability. By applying disability theories, such as those by critics David Mitchell and Sharon Snyder, Susan Sontag, Martha Stoddard Holmes, and Rosemarie Garland Thomson, that assess how texts invoke disability as a literary technique, this thesis shows that the narrative structure of Montgomerys fiction promotes the use of disability as a literary and social construct, while its subtext challenges the investment of metaphoric meaning in disability.

Tourette's Syndrome is a rare, psychiatric condition that has the potential to negatively impact one's social, emotional, and academic domains (American Psychiatric Association, 2000). Those individuals most at risk from suffering from harmful effects are children and young adolescents, who are at a particularly vulnerable point in their lives as they progress through the stages of maturation and development in a variety of realms. Recent research has been conducted examining Tourette's Syndrome's neurological pathways, etiology, characteristics, and limitations of the disease (Freeman, Fast, Burd, Kerbeshian, Robertson & Sandor, 2000). However, limited research exists focusing on the lived, personal experiences of individuals living with this rare and unique syndrome. This study focused on the lives of three participants living with Tourette's Syndrome.<p> Conducted from a narrative inquiry approach, each participant shared their private and unique stories living with Tourette's. Stories were shared through a semi-structured interview design, where each interview was audio recorded and fully transcribed. Each individual's transcript was then analyzed and compared to each participant in efforts to identify common patterns and themes which emerged or notable differences which set each apart. The resulting findings identify an understanding of lives lived with Tourette's Syndrome, and the ultimate strength and courage that is required to overcome obstacles that the syndrome and society have placed on each individual. The findings also provide valuable information for educators and counsellors to assist in their professional practices.

Scenarios are narratives that illustrate future possibilities or existing systems, and help policy makers and system designers choose among alternative courses of action. Scenario-based decision-making crosses many domains and multiple perspectives. Domain-specic techniques for encoding, simulating, and manipulating scenarios exist, however there is no general-purpose scenario representation capable of supporting the wide spectrum of formality from executable simulation programs to free-form text to streaming media descriptions. The claim of this research is that there is a computer readable scenario framework that can capture the semantics of a problem domain and make scenarios an active part of decision making. The challenge is to define a representation for scenarios that supports a wide range of discussion and comprehension activities while remaining independent of content and access mechanisms. This dissertation describes a scenario ontology derived by examining alternate forms of narrative: thought experiments, mental models, case-based reasoning, use cases, design patterns, screenwriting, film-editing, intelligent agents, and other narrative domains. The scenario conceptual model was based on an analysis of forms of narrative and the activities of storytelling. This method separates what a narrative is from how it is used. The research contribution is the development of the hyperscenario framework. A hyperscenario is a scenario representation containing link structures for navigation between scenario elements. The hyperscenario framework consists of the scenario ontology, scenario grammar, and a scenario specification called Scenario Markup Language (SCML). The results of the web-enabled simulation experiment validate the improvement on decision-making due to the hyperscenario framework.

Abstract Entrepreneurship not only is an attractive dream of today's youth, but also a main activity which organizational, economic and social community survives from. Consequently, it has been highly attentive by manageial scholars in recent decades, and triggered off a number of related research and discussion. However, mentality of entrepreneur is not very easy to investigated by research, and entrepreneurial spirit is difficult to discover. Research about entrepreneurship is on the horns of a dilemma when theoretical paradigm is still lack, for the purpose of understanding the current situation and problems of entrepreneurship and also exploring the development of entrepreneurial mentality. In a related study of psychology, early scholars focused on exploring "what kind of people will become entrepreneurs?" which called the personality traits of the entrepreneur. For example, entrepreneur with high-risk tendency, high-need for achievement and high-degree internal control characteristics. But in decades, researches have been still unable to empirically confirm what kind of significant impact the behavior of entrepreneur could be influenced by personality traits of entrepreneur (Baron¡A 1998; Mitchell¡A Busenitz¡A Lant¡A McDoufall¡AMorse¡A Smith¡A 2002)¡CTherefore, this study is to classify the development of entrepreneurial mentality, and to explore the Q organization of the L general manager with dreams achieved his vision. Throughout entrepreneur makes a self-narrative about the entrepreneurial process, our study is to explore the entirety and development of entrepreneurship, and to analyze and interpret from his entering and selecting occupation to investing business in the recallable and narrative history. This research discovers the entrepreneurial process has happened lots of transition from school teacher to real estate salesman to manager to investor, and from taking over the business of real estate to building the new human resources organization, and from multiple independent business to the whole organization, and observes about entrepreneurial mobility, managerial decision-making and the establishment of new business and business integration during the development. From these stories, better understanding about the creating whole process of the entrepreneur is to make several important implications. First, self-ability, interest and clearly strongly actions. Second, adaptability and decision-making capacity. Third, persistence and explicit beliefs. Fourth, from gratified myself to gratified talent and building up the core team Key words: Entrepreneurship¡BIntegrity¡Bnarrative inquiry