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Historically, in Iran, ornament was an integral part of architecture and considered a valuable part of built form. However, in time the use of ornament suffered from the decline of figural articulation in architecture, and its status was diminished to mere decoration. In this process, ornament shifted from a pattern that was integrated with the structure to the role of revetment, from symbolic to commemorative, and from meaningfully designed to arbitrary. Investigating the changing modes of ornament to understand its significance and survival, this thesis looks at the decline of ornament from its role as a necessary structural component and/or an expressive element communicating the common values of a society into an arbitrary fragment celebrating the significant past. Traditional ornament was dependent not only on architecture but also on science, cosmology, culture, art, literature, as well as on society and its beliefs; therefore there was an intimate relationship between ornament and its context, and more importantly including the inhabitant or spectator who held those beliefs. However, today those close ties no longer exist and ornament is characterized variously as luxurious, decorative, and retrospective. This change is studied from various perspectives including historical forces, prehistory, traditional Persian cultural expression, the incursion of Islamic motifs and geometries, modernity and folk legend. To retrieve and reinstate the link between ornament and building as well as with the spectator, the thesis project engages the narrative content of ornament to re-establish these relationships. It tells its own story not in a literal way, but rather through the complex tale of the lovers in the famous historical poem (c.1190) by Nezami. The thesis narrates the epic romance of Farhad and Shirin within a love triangle with its superb pictorial cues for depiction. The story unfolds through a series of architectures and architectural representations and images. The theme and motifs of the poem imply transition (both spiritual and physical) that corresponds to the transformative mode of ornament par excellence. The ornamental manifestation of the depicted poem is applied in a subway station which is in itself the locus of transition in our contemporary lives. The architectural details of the design project are fragments of the selected episodes from the story.

This study investigated the effect of a two week intensive narrative intervention program on the narrative abilities of four inner-city children, using an interrupted time-series with removed treatment design. The intervention program focused on teaching five specific story grammar units. The variables of interest in this study were: improvement in story macrostructure, microstructure and language quantity, as well as improvement of scores on standardized narrative tools. All participants showed an improvement in at least one of the narrative skills examined in this study; one of four participants showed an improvement in all of the narrative skills examined in the study. The results of this study indicate that intensive narrative intervention is a viable treatment approach and should be further investigated. / Speech-Language Pathology

Humans make sense of experience through narrative and stories. ?Narratives are a primary embodiment of our understanding of the world, our experience, and ultimately ourselves? (Kerby, 1991, p. 3). Story enlarges our capacity to understand our actions and our values and lets us talk about them (Novak, 1978, p. 63). Story is a ?mode of thinking and feeling? that facilitates people?s ability to ?create a version of the world in which, psychologically, they can envisage a place for themselves?a personal world? (Bruner, 1996, p. 39). It is also vital to the realization of that world. This study is a storyteller-teacher-researcher?s personal quest to find a good teacher. The stories are my looking. I am telling a story of looking for a good teacher that implicitly demonstrates how narratives facilitate a deeper understanding of good teaching. I pursue the quest simultaneously in three realms that blend with, enrich, and enlarge each other: recovering from illness, journeying around the world, and reflecting on teaching practice. The stories in this work are showing the capacity of narrative imagining in human experience. Through the stories re-presented here, I made discoveries that are very important to being a good teacher. Yet those discoveries cast a shadow across something else that is necessary to being a good teacher and kept it hidden from my view. It was not until I had almost completed the storying process of telling, reflecting, and discovering that the shadow receded and that which is so integral to being a good teacher was revealed.

Thesis (M.A.)--Brigham Young University. Dept. of English. / Includes bibliography.

Thesis (D. Min.)--Trinity Evangelical Divinity School, 1997. / Abstract. Includes bibliographical references (leaves 118-128).

Diss.--Göttengen. / Vita. Bibliography: p. 197-203.

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2000. / Abstract. Includes bibliographical references (leaves 178-187).

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2000. / Abstract. Includes bibliographical references (leaves 178-187).

Thesis (MA)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.