No description available.

No description available.

Diverse cultures continue to intersect on the school landscape in Manitoba. This autobiographical narrative inquiry (Clandinin & Connelly, 2000) documents 4 years of my experience as a Grade 1 elementary teacher working with an increasing number of English as an Additional Language (EAL) students. Between 2008 and 2011, I invited each class of students to engage in a collaborative writing project entitled Our Class Story where they shared their personal journeys to Grade 1. Drawing upon my field notes, journal entries, previous writings, and photographs, I tell four separate stories of my experience as this class project evolved over time with different groups of students. I then explore how working on Our Class Story shifted my teaching practice and beliefs about teaching EAL Early Years Learners.

In the first section of the critical part of this thesis, we study the phenomenon of simultaneous narration in first-person singular prose fiction. In the second section of the critical part, we outline the defining traits of the omniscient "I"; by proposing this figure, we fill in a gap in current narratological theory. / The second part of this thesis, a short piece of prose fiction, is written in the first-person singular and uses simultaneous narration. The "I" is omniscient and occasionally exercises this power. The text begins when the heroine, Sarah, decides to tell the story of the rest of her life. No particular event justifies that she begin her story where she does, other than a sudden impulse to communicate what will be the story, that she still doesn't know, of her life.

No description available.

"Barriers to Closure" was a series of narratives specifically focusing on reoccurring thoughts, fears and anxieties within the artist's life. Instilled when he was younger, these anxieties were never resolved, thus creating additional fears as he grew into adolescence. Eventually they transformed into an intricate obstacle causing resolution to be a difficult task.These narratives are presented in thick bronze frames which constrain the content into a limited space. The pieces are purposefully small due to the artist's personal restriction of revealing what needs to be seen. Therefore, the viewer must draw closer to the piece in order to view the information presented and relate the body of work to their own hidden fears.This exhibition provided an outlet for the artist to deal with feelings that are difficult to explain/express. Communicating these anxieties through this series of visual narratives, assisted the artist in resolving many personal conflicts. / Department of Art

Diverse cultures continue to intersect on the school landscape in Manitoba. This autobiographical narrative inquiry (Clandinin & Connelly, 2000) documents 4 years of my experience as a Grade 1 elementary teacher working with an increasing number of English as an Additional Language (EAL) students. Between 2008 and 2011, I invited each class of students to engage in a collaborative writing project entitled Our Class Story where they shared their personal journeys to Grade 1. Drawing upon my field notes, journal entries, previous writings, and photographs, I tell four separate stories of my experience as this class project evolved over time with different groups of students. I then explore how working on Our Class Story shifted my teaching practice and beliefs about teaching EAL Early Years Learners.

No description available.

The narrative blocks which comprise Genesis are prefaced by statements which suggest ways in which the ensuing stories are likely to develop. This thesis sets out to investigate how these "Announcements" influence their respective plots. In Gen. 1: 28 the primaeval history is introduced by a three-fold imperative. The first part, "be fruitful and multiply and fill the earth" has some success in exerting its authority but is threatened by several factors. The second, "subdue the earth", is negated. The third, "have dominion over the animals", degenerates into a relationship of mutual hostility. Gen. 12: 1-3 contains two promises and a command. The promises of nationhood and land are threatened throughout the Abraham narrative and by the time of his death Abraham has a single heir and hardly any land. However, by the end of Genesis the ancestral family has grown to seventy people who are multiplying, but outside the land that has been promised to them. The command "be a blessing" makes hardly any impact because neither Abraham nor his descendants seem disposed to obey it. In the Jacob story the Announcement is found in 25: 23 and 27: 27-29, 39-40. Jacob's lordship over Esau is never seen. The promise of fertility/prosperity given to Jacob alone actually comes to both brothers thus negating the intended distinction. The prediction that the two will be divided is "fulfilled" but the expectation of division caused by strife is converted into separation within reconciliation. The two dreams of 37: 5-11 which govern the story of Jacob's family suffer different fates. The first is fulfilled several times but the second has three elements of which the first is fulfilled and the others are not. Unlike many scholars I conclude that Announcements influence their narratives in many different ways and that they are misleading indicators of how plots will develop. The reasons why this may be the case are explored in the Conclusion.

No description available.