The research was carried out to show the potential consequences of the conversion of indigenous peoples in Bolivia to Pentecostalism. The research was based on a research conducted by Canessa in 2000 on two movements already taking place at the time of his research, the rise of Indigeonus recognition in society and the rise of Pentecostalism. The results show how these phenomena have developed in Bolivia since 2000, during which Bolivia, for example, had its first Indigeonus president, Evo Morales, who led the country between 2006 and 2019, and Bolivia went through a coup d'état in which the new president, Jeanine Áñez, representing the right, associated the Bible with the mestizos and spread hatred of the Indigeonus beliefs.  Religious conversions from Catholicism / Pachamama to Pentecostalism in relation to decolonization and in- and out-group associations were investigated. The research was written with a narrative research design, in which I interviewed Pentecostal pastors who worked in La Paz and in the rural area of Quellani outside the predominantly indigenous El Alto, as well as an indigenous person who had converted to Pentecostalism. Likewise, my observations were included, mainly on Pentecostal services in La Paz and Quellani, as well as on comparisons of Catholic churches in Cochabamba and Copacabana. The observations suggest interpretations of the situation as an outsider, a Western scholar.  The indigenous beliefs are commonly referred to as Madre Tierra "mother earth" or Pachamama. During colonization, however, the Spaniards came with Catholicism, and since then, indigenous beliefs and Catholicism have been syncretized and incorporated into the beliefs of Bolivians, including many indigenous peoples. Catholicism / Pachamama's religious activities are also essential for Bolivia's culture and national identity.  However, since the other half of the twentieth century, many Bolivians, also indigenous, have converted to Pentecostalism, although Indigeonus are fighting for decolonization, and Pentecostalism is less accepting of adherents who preserve cultural and religious parts of indigenous peoples. Alcohol consumption, for example, is an essential part of the religion and culture of the indigenous people, accepted within Catholicism, and prohibited within Pentecostalism. In addition, the Pentecostals pride themselves on following the Bible and not displaying "contradictory behavior". 3 The theory of in and out-group was applied, as it was considered a relevant identity theory. The identity of the Pentecostals seems to correlate with a particular perception of Catholics. I have observed it as an inferior relationship to the Catholics, who often include indigenous beliefs, represent the largest number of believers in Bolivia, are deeply intertwined in Bolivia's culture and history, and earlier the only officially accepted religion.  The results showed that indigenous peoples can gain several benefits by converting to Pentecostalism, including improved status and perceived new possibilities, a new community, and a path to decolonization from the Catholicism associated with colonization. Some elements of their indigenous background can be preserved, including their clothing and language. However, they will have to give up certain traditions related to indigenous beliefs, as they are more syncretized with Catholicism, including alcohol, and relationships are often affected. Perceived positive effects may depend on whether others convert with them, although the Pentecostal community offers a much more personal and intimate community than Catholicism.

This thesis deals with families of a child with inborn and gained disability. The core of the work lies in text analysis based upon a discussion with two mothers with a child with a disability. The analysis pays particular attention to the way of coping with such a difficult life situation. Further it focuses on inner and external factors that help to acquire back a life well- being of those mothers. Theoretical part contains a family theme, specifics of raising and education of a child with a disability and coping strategies. The aim of this work is to be utilised as a source of inspiration for those families that are going through similar life situation.

No description available.

<p>  </p> <p>Faculty are the primary designers and implementers of engineering curricula within the U.S. higher education system. This places them in a unique position to respond to decades of national calls for curricular change in undergraduate engineering education. Individual and institutional faculty efforts to respond to these calls are inevitably influenced by faculty ontologies of curricular change – in other words, what faculty understand curricular change to be. By ‘ontology,’ I mean what is or what they perceive as what is. Ontologies are agentic, meaning that ontological assumptions shape how faculty envision their own roles and thereby influence the sorts of curricular change actions they envision and legitimize for themselves.</p> <p>Faculty ontologies of curricular change and their roles therein are complex roles within complex phenomena. By interrogating these ontologies, I make-visible the ways faculty might view – and thereby shape – the curricular worlds they and their students inhabit. To use a theatrical analogy: how do faculty stage their narratives of curricular change – what kinds of worlds do they set up in their stories? What kinds of interactions do they allow within that world? What kinds of characters do they cast themselves and others as playing?</p> <p>To investigate faculty ontologies of curricular change, I analyzed the narratives they told about several curricular change projects they had been personally involved with. I gathered narrative data by conducting recurring interviews with six faculty narrators. I deconstructed the resulting narrative data corpus using a postmodern approach focused on tensions and contradictions. The resulting analysis generated four distinct and interrelated ontologies for curricular change. These four ontologies are presented as a starting point rather than an exhaustive catalogue, since infinitely many ontologies could be generated. Each of the four ontologies created for this work portrays faculty roles in curricular change in relation to both curriculum and students. Creating multiple ontologies then enabled me to show how the interaction of multiple ontologies can create insights that are not apparent from each ontology alone. Among other things, the interactions of all four ontologies form a complex portrait of faculty as learners who are always unmaking and remaking themselves in the context of curricular change.</p> <p>By constructing a collective memory of faculty ontologies, I work to interrogate and disrupt current conceptions of roles and relationships in curricular change. These ontologies, and the methods developed to pursue and play with them, serve as tools for “cutting meaning loose” and “keep[ing] difference… at play” (Jackson & Mazzei, 2012, p. 70-71). In turn, these tools open up a wider space of new ideas and possibilities for courses, pedagogies, and cultures to be expressed, evaluated, and legitimized.</p>

Literary theory widely attests to the powerful role of characters as vehicles in producing meaning. Yet current narrative models focus almost exclusively on primary characters, neglecting supporting characters, who are capable of reshaping narrative emphases or revealing layers of story within the story. This project demonstrates the significance of supporting characters in biblical narratives by applying a narrative methodology drawn from cognitive narratology to the Jephthah story (Judg 10:6 12:7) in order to illuminate the distinct perspectives of each secondary character within its storyworld. The first chapter outlines a cognitive narrative methodology, which asserts that the purpose of narrative is not merely to convey a meaning, but for readers to experience and engage the story. Therefore, it focuses not on determining the meaning of the text, but embracing the power of stories to become transformative and meaningful experiences for the reader with multiple points of engagement (characters). Chapter two introduces the timecourse (causally related sequence of events) of the Jephthah cycle and then analyzes the initiating event perspective. This chapter establishes the situations and expectations between Yhwh and his people that echo in unique ways into the scenes that follow. Each chapter that follows re-reads the story of Jephthah (Judg 10:17 12:7) through the lens of a supporting character king, the daughter of Jephthah, and the Ephraimites person and perspective through their social role (social and historical expectations built into social models), mode of conduct (character assessment based on biblical and social norms), and disposition (the personality of that character determined through speech, action, or direct narration). Each chapter also assesses the tellability of the story (establishing their viable perspective within the text) and concludes by summarizing the perspective and engaging with it from my own subjective awareness. Using the Jephthah account, I demonstrate the complexity and depth of the many unnamed characters who engage with this morally ambiguous judge, suggesting that they are part of a pattern of outside, or other, voices in biblical narrative that have the power to transform readers.

This thesis explores the role of Chinese historical digital games in reconstructing historical narratives and engaging players. By using narrative interviews and game analysis, the study examines how players interact with these games and how game communities react to them. The emotional attachment of players to historical elements in these games is identified, which can lead to harmful disputes, but also foster tolerance, empathy, and inspiration. The study reveals the potential of historical digital games to encourage civic responsibility and reflection on social issues, but also highlights the challenges posed by restricted artistic expression and game content censorship in China. The research concludes that historical digital games can serve as a unique form of historical narrative that not only ensures the survival of history in popular culture but also fosters a more ideal and attractive future. The study calls for further research on specific games to fully understand the potential of Chinese historical digital games in promoting critical thinking and civic responsibility.

This thesis compares the projection of strategic narratives in Chinese and Russian state media narratives in their pursuit of spheres of influence. Previous research about spheres of influence have sought to explain why and how spheres of influence are maintained and under what circumstances one’s sphere is accepted or rejected by external great powers. Arguing that China and Russia seek power projection through various means, the aim of this thesis is to broaden the constructivist understanding of how spheres of influence are pursued by authoritarian states. This is done by bridging the concept of spheres of influence with research on strategic narratives, accounting for the communicative power used by Russia and China to legitimize each other’s spheres. Using a framework inspired by Somers (1994), news articles published by Chinese Global Times in 2014 and 2022 and by Russian Sputnik and RT in 2020-2022 are analyzed. The study found that Chinese and Russian state media project narratives that might strengthen each other’s and, by extension, their own sphere of influence. This is primarily done by narrating a new international order and by deploying antagonistic narratives.

This master’s thesis investigates poetic text writing through a teaching project conducted on a secondary school class in Sweden. Inspired by ekphrastic poetry, the teaching project consisted of poetry and literature reading. The students visited a sculpture related to the literature, upon which they wrote poetic texts about the sculpture. The main purpose of the study is to describe how teaching in the Swedish subject can make use of Swedish language teaching by developing students’ poetic texts that touches on topics such as living conditions and identity. Drawing from thematic narrative analysis, most notably Bamberg’s positioning model, the analysis investigates the narratives constructed in the students’ poetic texts as well as identity aspects negotiated through the narratives. The students’ identities were further discovered through participant observation and semi-structured interviews to deepen the understanding of the meeting between art, identity and learning.The general perception drawn from the interviewees’ answers is that the Swedish subject rarely includes knowledge of nor writing of poetic texts. However, the study emphasises that poetry could have an integral part of the education in the Swedish subject in secondary education.The results show that the students’ poetic texts tend to relate to the sculpture and the physical environment, as well as the social context of the environment. Furthermore, the identities of the students were shown to have a high relevance in the writing process. The teaching project was based on principles of culturally sustaining pedagogy and aimed at contributing to the sociocultural support of the school. As the students’ language and cultural backgrounds proved to be significant in the writing process, it became evident that multilingualism was a natural part of the student’s everyday school life.

Reklam har genom tiderna utvecklats från att vara övervägande argumenterande text till att påsenare år ha en mer berättande ansats, särskilt med framväxten av videoreklam. Socialamedier har lockat många företag att flytta sin reklam från traditionella medier till socialamedier på grund av den ökande användningen. Samtidigt som företag söker sig till socialamedier gör även allmänheten det, där ibland barn. Att urskilja reklam från annat innehåll pådessa plattformar har visat sig vara särskilt utmanande för barn. Mot denna bakgrund syftardenna studie till att undersöka skillnader och likheter i Kevin Bangs TikTok-videor med fokuspå deras berättarstrukturer. Studien analyserade tio videor, fem samarbetsvideor och fem av Kevin Bangs egna videor.Detta gjorde vi med hjälp av aktantmodellen, Hey You See So och plott. Studiens resultatindikerar att videorna följer liknande berättarstrukturer med några få distinkta skillnader. Detär även tydligt att hans samarbetsvideor inte går att separera från hans egna videor, främst pågrund av att det inte finns tydliga säljarargument. / Advertising has evolved over time, transitioning from predominantly persuasive text to adopting a more narrative approach in recent years, especially with the rise of video advertising. Social media has enticed many companies to shift their advertising from traditional media to social platforms due to the increasing user engagement. Simultaneously, as businesses migrate to social media, so does the public, including children. Distinguishing advertisements from other content on these platforms has proven to be particularly challenging for children. Against this backdrop, this study aims to examine differences and similarities in Kevin Bang's TikTok videos, focusing on their narrative structures.  The study analyzed ten videos, comprising five collaboration videos and five of Kevin Bang's own videos. This analysis was conducted using the actantial model, Hey You See So, and plot. The results of the study indicate that the videos follow similar narrative structures with only a few distinct differences. It is also evident that his collaboration videos cannot be easily distinguished from his own videos, primarily due to the absence of a clear selling point.

Uppsatsen har gjort i syfte att undersöka porträtteringen av kvinnliga antagonister samt protagonister i två Disneyfilmer för att se om porträtteringen skiljer sig filmerna emellan. De filmer som varit aktuella för undersökningen har varit Snövit och de sju dvärgarna (1937) samt Trassel (2010). Materialet har analyserats utifrån representationsteori med nedstamp i stereotyper, genus samt mise-en-scéne inom animation. De valda metoder för analysen är en narrativ samt semiotisk analys där karaktärernas handlingar samt utseende tolkats för att sedan jämföras. Antagonisterna och protagonisterna från båda filmerna porträtteras likadant och har liknande narrativa funktioner, där antagonisten är kontrasterande och binär gentemot protagonisten som ses som filmens normala. / The purpose of this essay has been to analyze the female antagonists and protagonists in two films from Disney to see if the portrayal of these characters differentiate. The films fitting for the analysis are Snow White and the Seven Dwarfs (1937) and Tangled (2010). The material has been analyzed through a perspective of representation theory as well as stereotypes, gender and mise-en-scéne in animation. The methods chosen for this essay are a narrative analysis and a semiotic analysis where the characters’ actions and appearance  are being interpreted and compared. The antagonists and protagonists from both films are portrayed in a similar way and have narrative functions that are similar, where the antagonists are contrasting and binary opposite the protagonists who are viewed as the normal.