Narrative Construction, Social Perceptions, and the Situation Model.

Science.gov (United States)

Costabile, Kristi A

2016-05-01

The present investigation examined how three salient features of narrative thinking (situation model construction, linguistic concreteness, and perspective-taking) influenced the social inference process. Results of four experiments indicated that compared with those given other objectives, perceivers given narrative objectives were: (a) more likely to make situation rather than trait attributions for observed behaviors (Experiment 1), (b) less likely to make implicit trait inferences (Experiment 2), and (c) less likely to rely on behavior valence when making evaluative judgments (Experiment 4). Linguistic analyses indicated that narrative construction consistently entailed the creation of situation models of events and linguistic concreteness, but only situation model creation mediated the relationship between narrative and inferences. Experiment 3 confirmed the mediating role of situation models: Perceivers with narrative objectives made trait inferences only when behaviors were inconsistent with contextual information. The role of these core narrative features on social perceptions is discussed. © 2016 by the Society for Personality and Social Psychology, Inc.

The Role of Inference Making and Other Language Skills in the Development of Narrative Listening Comprehension in 4-6-Year-Old Children

Science.gov (United States)

Lepola, Janne; Lynch, Julie; Laakkonen, Eero; Silven, Maarit; Niemi, Pekka

2012-01-01

In this two-year longitudinal study, we sought to examine the developmental relationships among early narrative listening comprehension and language skills (i.e., vocabulary knowledge, sentence memory, and phonological awareness) and the roles of these factors in predicting narrative listening comprehension at the age of 6 years. We also sought to…

Schizophrenia, Narrative, and Neurocognition: The Utility of Life-Stories in Understanding Social Problem-Solving Skills.

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Moe, Aubrey M; Breitborde, Nicholas J K; Bourassa, Kyle J; Gallagher, Colin J; Shakeel, Mohammed K; Docherty, Nancy M

2018-01-22

Schizophrenia researchers have focused on phenomenological aspects of the disorder to better understand its underlying nature. In particular, development of personal narratives-that is, the complexity with which people form, organize, and articulate their "life stories"-has recently been investigated in individuals with schizophrenia. However, less is known about how aspects of narrative relate to indicators of neurocognitive and social functioning. The objective of the present study was to investigate the association of linguistic complexity of life-story narratives to measures of cognitive and social problem-solving abilities among people with schizophrenia. Thirty-two individuals with a diagnosis of schizophrenia completed a research battery consisting of clinical interviews, a life-story narrative, neurocognitive testing, and a measure assessing multiple aspects of social problem solving. Narrative interviews were assessed for linguistic complexity using computerized technology. The results indicate differential relationships of linguistic complexity and neurocognition to domains of social problem-solving skills. More specifically, although neurocognition predicted how well one could both describe and enact a solution to a social problem, linguistic complexity alone was associated with accurately recognizing that a social problem had occurred. In addition, linguistic complexity appears to be a cognitive factor that is discernible from other broader measures of neurocognition. Linguistic complexity may be more relevant in understanding earlier steps of the social problem-solving process than more traditional, broad measures of cognition, and thus is relevant in conceptualizing treatment targets. These findings also support the relevance of developing narrative-focused psychotherapies. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Narrative skills of children treated for brain tumours: The impact of tumour and treatment related variables on microstructure and macrostructure.

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Docking, Kimberley; Munro, Natalie; Marshall, Tara; Togher, Leanne

2016-01-01

The narrative skills of children with brain tumours were examined. Influence of tumour location, radiotherapy, time post-treatment and presence of hydrocephalus was also investigated, as well as associations between narrative and language abilities. Seventeen children (aged 5;6-14;11) treated for brain tumour and their matched controls completed a narrative assessment and comprehensive language testing. Audio recorded narratives were analysed for microstructure and macrostructure elements. Between-group comparisons were conducted. Narrative elements were explored in association with tumour and treatment-related variables. Correlation analysis examined relationships between narrative scores and language test performance. While significant differences were not found between two groups of children across narrative elements, sub-group comparisons revealed marginal differences in macrostructure related to tumour location and hydrocephalus. Children treated with methods other than radiotherapy showed a significant increase in number of mazes in their narratives compared to children who received radiotherapy. Strong positive correlations also existed between narrative elements and language performance. Preliminary findings highlight the importance of investigating narrative abilities as part of a comprehensive language assessment. Macrostructure should be routinely examined where children are diagnosed with either posterior fossa tumour or hydrocephalus or have undergone surgery and/or chemotherapy for brain tumour.

Narrative Skills, Gender, Culture, and Children's Long-Term Memory Accuracy of a Staged Event

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Klemfuss, J. Zoe; Wang, Qi

2017-01-01

This study examined the extent to which school-aged children's general narrative skills provide cognitive benefits for accurate remembering or enable good storytelling that undermines memory accuracy. European American and Chinese American 6-year-old boys and girls (N = 114) experienced a staged event in the laboratory and were asked to tell a…

Narrative self-constitution and vulnerability to co-authoring.

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McConnell, Doug

2016-02-01

All people are vulnerable to having their self-concepts shaped by others. This article investigates that vulnerability using a theory of narrative self-constitution. According to narrative self-constitution, people depend on others to develop and maintain skills of self-narration and they are vulnerable to having the content of their self-narratives co-authored by others. This theoretical framework highlights how vulnerability to co-authoring is essential to developing a self-narrative and, thus, the possibility of autonomy. However, this vulnerability equally entails that co-authors can undermine autonomy by contributing disvalued content to the agent's self-narrative and undermining her authorial skills. I illustrate these processes with the first-hand reports of several women who survived sexual abuse as children. Their narratives of survival and healing reveal the challenges involved in (re)developing the skills required to manage vulnerability to co-authoring and how others can help in this process. Finally, I discuss some of the implications of co-authoring for the healthcare professional and the therapeutic relationship.

Oral language and narrative skills in children with specific language impairment with and without literacy delay: a three-year longitudinal study.

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Vandewalle, Ellen; Boets, Bart; Boons, Tinne; Ghesquière, Pol; Zink, Inge

2012-01-01

This longitudinal study compared the development of oral language and more specifically narrative skills (storytelling and story retelling) in children with specific language impairment (SLI) with and without literacy delay. Therefore, 18 children with SLI and 18 matched controls with normal literacy were followed from the last year of kindergarten (mean age=5 years 5 months) until the beginning of grade 3 (mean age=8 years 1 month). Oral language tests measuring vocabulary, morphology, sentence and text comprehension and narrative skills were administered yearly. Based on first and third grade reading and spelling achievement, both groups were divided into a group with and a group without literacy problems. Results showed that the children with SLI and literacy delay had persistent oral language problems across all assessed language domains. The children with SLI and normal literacy skills scored also persistently low on vocabulary, morphology and story retelling skills. Only on listening comprehension and storytelling, they evolved towards the level of the control group. In conclusion, oral language skills in children with SLI and normal literacy skills remained in general poor, despite their intact literacy development during the first years of literacy instruction. Only for listening comprehension and storytelling, they improved, probably as a result of more print exposure. Copyright © 2012 Elsevier Ltd. All rights reserved.

A pastoral narrative group developmental model for volunteers of ...

African Journals Online (AJOL)

The first aim was to facilitate growth in understanding that every person was born in the “Narrative of God” (Ps. 139) and baptised in the name of God, Jesus Christ and the Holy Spirit (Matthew 28:19). Each person therefore has value in Jesus Christ. A second aim was to facilitate the developing of lay-counselling skills by ...

Narrative competence in Spanish-speaking adults with Williams syndrome.

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Diez-Itza, Eliseo; Martínez, Verónica; Antón, Aránzazu

2016-08-01

Williams syndrome (WS) is a genetic disorder associated with intellectual disability and characterised by displaying an atypical neuropsychological profile, with peaks and valleys, where language skills seem better preserved than non-verbal intelligence. This study researches the narrative competence of nine Spanish-speaking adults with WS. Oral narratives were elicited from a silent film, and narrative coherence was analysed as a function of sequential order of the events narrated at three structure levels, while narrative cohesion was assessed through the frequency of use and type of discourse markers. WS subjects were able to remember a significant proportion of the events from the film, but coherence of narratives, i.e., sequential order of events, was more impaired. Consistently with their linguistic abilities, cohesion of narratives was better preserved, as they used discourse markers to introduce a high proportion of events. Construction of mental models of the narratives may be constrained in WS by non-verbal cognitive abilities, but narrative competence is also determined by textual pragmatic abilities to organize discourse, which should be addressed by specific intervention in narrative competence.

Narrating psychological distress

DEFF Research Database (Denmark)

Zinken, Jörg; Blakemore, Caroline; Zinken, Katarzyna

2011-01-01

Psychological research has emphasized the importance of narrative for a person's sense of self. Building a coherent narrative of past events is one objective of psychotherapy. However, in guided self-help therapy the patient has to develop this narrative autonomously. Identifying patients......' narrative skills in relation to psychological distress could provide useful information about their suitability for self-help. The aim of this study was to explore whether the syntactic integration of clauses into narrative in texts written by prospective psychotherapy patients was related to mild...... to moderate psychological distress. Cross-clausal syntax of texts by 97 people who had contacted a primary care mental health service was analyzed. Severity of symptoms associated with mental health difficulties was assessed by a standardized scale (Clinical Outcomes in Routine Evaluation outcome measure...

Explicit Oral Narrative Intervention for Students with Williams Syndrome

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Eliseo Diez-Itza

2018-01-01

Full Text Available Narrative skills play a crucial role in organizing experience, facilitating social interaction and building academic discourse and literacy. They are at the interface of cognitive, social, and linguistic abilities related to school engagement. Despite their relative strengths in social and grammatical skills, students with Williams syndrome (WS do not show parallel cognitive and pragmatic performance in narrative generation tasks. The aim of the present study was to assess retelling of a TV cartoon tale and the effect of an individualized explicit instruction of the narrative structure. Participants included eight students with WS who attended different special education levels. Narratives were elicited in two sessions (pre and post intervention, and were transcribed, coded and analyzed using the tools of the CHILDES Project. Narratives were coded for productivity and complexity at the microstructure and macrostructure levels. Microstructure productivity (i.e., length of narratives included number of utterances, clauses, and tokens. Microstructure complexity included mean length of utterances, lexical diversity and use of discourse markers as cohesive devices. Narrative macrostructure was assessed for textual coherence through the Pragmatic Evaluation Protocol for Speech Corpora (PREP-CORP. Macrostructure productivity and complexity included, respectively, the recall and sequential order of scenarios, episodes, events and characters. A total of four intervention sessions, lasting approximately 20 min, were delivered individually once a week. This brief intervention addressed explicit instruction about the narrative structure and the use of specific discourse markers to improve cohesion of story retellings. Intervention strategies included verbal scaffolding and modeling, conversational context for retelling the story and visual support with pictures printed from the cartoon. Results showed significant changes in WS students’ retelling of the

Explicit Oral Narrative Intervention for Students with Williams Syndrome

Science.gov (United States)

Diez-Itza, Eliseo; Martínez, Verónica; Pérez, Vanesa; Fernández-Urquiza, Maite

2018-01-01

Narrative skills play a crucial role in organizing experience, facilitating social interaction and building academic discourse and literacy. They are at the interface of cognitive, social, and linguistic abilities related to school engagement. Despite their relative strengths in social and grammatical skills, students with Williams syndrome (WS) do not show parallel cognitive and pragmatic performance in narrative generation tasks. The aim of the present study was to assess retelling of a TV cartoon tale and the effect of an individualized explicit instruction of the narrative structure. Participants included eight students with WS who attended different special education levels. Narratives were elicited in two sessions (pre and post intervention), and were transcribed, coded and analyzed using the tools of the CHILDES Project. Narratives were coded for productivity and complexity at the microstructure and macrostructure levels. Microstructure productivity (i.e., length of narratives) included number of utterances, clauses, and tokens. Microstructure complexity included mean length of utterances, lexical diversity and use of discourse markers as cohesive devices. Narrative macrostructure was assessed for textual coherence through the Pragmatic Evaluation Protocol for Speech Corpora (PREP-CORP). Macrostructure productivity and complexity included, respectively, the recall and sequential order of scenarios, episodes, events and characters. A total of four intervention sessions, lasting approximately 20 min, were delivered individually once a week. This brief intervention addressed explicit instruction about the narrative structure and the use of specific discourse markers to improve cohesion of story retellings. Intervention strategies included verbal scaffolding and modeling, conversational context for retelling the story and visual support with pictures printed from the cartoon. Results showed significant changes in WS students’ retelling of the story, both at

Narrative pedagogy in midwifery education.

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Gilkison, Andrea

2013-09-01

Narrative pedagogy is an approach to midwifery education which can promote strategies for teaching and learning which effectively prepare graduates for the complex nature of midwifery practice. Knowledge and skills are fundamental to midwifery practice, but knowing about how to use them is the art of practice. Teaching and learning midwifery skills and competencies is straight forward in comparison to teaching and learning about the art of midwifery, yet both are essential for safe practice. Narrative pedagogy may be one way that enhances undergraduate midwifery students' learning about the art of practice.

Why Narrating Changes Memory: A Contribution to an Integrative Model of Memory and Narrative Processes.

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Smorti, Andrea; Fioretti, Chiara

2016-06-01

This paper aims to reflect on the relation between autobiographical memory (ME) and autobiographical narrative (NA), examining studies on the effects of narrating on the narrator and showing how studying these relations can make more comprehensible both memory's and narrating's way of working. Studies that address explicitly on ME and NA are scarce and touch this issue indirectly. Authors consider different trends of studies of ME and NA: congruency vs incongruency hypotheses on retrieving, the way of organizing memories according to gist or verbatim format and their role in organizing positive and negative emotional experiences, the social roots of ME and NA, the rules of conversation based on narrating. Analysis of investigations leads the Authors to point out three basic results of their research. Firstly, NA transforms ME because it narrativizes memories according to a narrative format. This means that memories, when are narrated, are transformed in stories (verbal language) and socialised. Secondly, the narrativization process is determined by the act of telling something within a communicative situation. Thus, relational situation of narrating act, by modifying the story, modifies also memories. The Authors propose the RE.NA.ME model (RElation, NArration, MEmory) to understand and study ME and NA. Finally, this study claims that ME and NA refer to two different types of processes having a wide area of overlapping. This is due to common social, developmental and cultural roots that make NA to include part of ME (narrative of memory) and ME to include part of NA (memory of personal events that have been narrated).

Fostering the development of effective person-centered healthcare communication skills: an interprofessional shared learning model.

Science.gov (United States)

Cavanaugh, James T; Konrad, Shelley Cohen

2012-01-01

To describe the implementation of an interprofessional shared learning model designed to promote the development of person-centered healthcare communication skills. Master of social work (MSW) and doctor of physical therapy (DPT) degree students. The model used evidence-based principles of effective healthcare communication and shared learning methods; it was aligned with student learning outcomes contained in MSW and DPT curricula. Students engaged in 3 learning sessions over 2 days. Sessions involved interactive reflective learning, simulated role-modeling with peer assessment, and context-specific practice of communication skills. The perspective of patients/clients was included in each learning activity. Activities were evaluated through narrative feedback. Students valued opportunities to learn directly from each other and from healthcare consumers. Important insights and directions for future interprofessional learning experiences were gleaned from model implementation. The interprofessional shared learning model shows promise as an effective method for developing person-centered communication skills.

Modeling biochemical transformation processes and information processing with Narrator.

Science.gov (United States)

Mandel, Johannes J; Fuss, Hendrik; Palfreyman, Niall M; Dubitzky, Werner

2007-03-27

Software tools that model and simulate the dynamics of biological processes and systems are becoming increasingly important. Some of these tools offer sophisticated graphical user interfaces (GUIs), which greatly enhance their acceptance by users. Such GUIs are based on symbolic or graphical notations used to describe, interact and communicate the developed models. Typically, these graphical notations are geared towards conventional biochemical pathway diagrams. They permit the user to represent the transport and transformation of chemical species and to define inhibitory and stimulatory dependencies. A critical weakness of existing tools is their lack of supporting an integrative representation of transport, transformation as well as biological information processing. Narrator is a software tool facilitating the development and simulation of biological systems as Co-dependence models. The Co-dependence Methodology complements the representation of species transport and transformation together with an explicit mechanism to express biological information processing. Thus, Co-dependence models explicitly capture, for instance, signal processing structures and the influence of exogenous factors or events affecting certain parts of a biological system or process. This combined set of features provides the system biologist with a powerful tool to describe and explore the dynamics of life phenomena. Narrator's GUI is based on an expressive graphical notation which forms an integral part of the Co-dependence Methodology. Behind the user-friendly GUI, Narrator hides a flexible feature which makes it relatively easy to map models defined via the graphical notation to mathematical formalisms and languages such as ordinary differential equations, the Systems Biology Markup Language or Gillespie's direct method. This powerful feature facilitates reuse, interoperability and conceptual model development. Narrator is a flexible and intuitive systems biology tool. It is

Modeling biochemical transformation processes and information processing with Narrator

Directory of Open Access Journals (Sweden)

Palfreyman Niall M

2007-03-01

Full Text Available Abstract Background Software tools that model and simulate the dynamics of biological processes and systems are becoming increasingly important. Some of these tools offer sophisticated graphical user interfaces (GUIs, which greatly enhance their acceptance by users. Such GUIs are based on symbolic or graphical notations used to describe, interact and communicate the developed models. Typically, these graphical notations are geared towards conventional biochemical pathway diagrams. They permit the user to represent the transport and transformation of chemical species and to define inhibitory and stimulatory dependencies. A critical weakness of existing tools is their lack of supporting an integrative representation of transport, transformation as well as biological information processing. Results Narrator is a software tool facilitating the development and simulation of biological systems as Co-dependence models. The Co-dependence Methodology complements the representation of species transport and transformation together with an explicit mechanism to express biological information processing. Thus, Co-dependence models explicitly capture, for instance, signal processing structures and the influence of exogenous factors or events affecting certain parts of a biological system or process. This combined set of features provides the system biologist with a powerful tool to describe and explore the dynamics of life phenomena. Narrator's GUI is based on an expressive graphical notation which forms an integral part of the Co-dependence Methodology. Behind the user-friendly GUI, Narrator hides a flexible feature which makes it relatively easy to map models defined via the graphical notation to mathematical formalisms and languages such as ordinary differential equations, the Systems Biology Markup Language or Gillespie's direct method. This powerful feature facilitates reuse, interoperability and conceptual model development. Conclusion Narrator is a

The relationship between mother narrative style and child memory.

Science.gov (United States)

Kayıran, Sinan Mahir; Cure, Sena

2011-07-26

The question of whether children and infants have memory capabilities similar to adults has long been of interest. Until recently, it was thought that compared to adults, infants have very limited memory processing abilities. Knowledge about factors affecting a child's memory abilities can help families (specifically mothers) behave in a manner that best benefits their children in language and memory skills. The present study examines one factor that may underlie a child's memory capabilities; namely the mother's narrative style. Convenience sampling was used to select participants. Forty healthy children (mean age of 31.55 months, range 25-37 months) and their mothers were entered into the study. All participants were native Turkish speakers, from similar socioeconomic status backgrounds. Memory was assessed by a modified version of the Magic Shrinking Machine. Narrative style was assessed by the mother "reading" a Frog Story; a picture book with no words in it. Children were then grouped according to their mother's level of narrative style. Children's language skills were measured via the Turkish form of the CDI (Communicative Development Inventory) which was translated to Turkish as TIGE. To explore the relationships between mothers' narrative styles and children's memory and language skills and between children's language skills and memory capabilities, linear regressions were run. There were no significant correlations among any comparisons (P > 0.05). Children's language skills do not improve according to their mothers' narrative styles, and children do not show better memory abilities when mothers use more words and longer sentences. In order to have a better understanding of these relationships, future research that includes several more variables is needed. Child; Mother; Memory; Narrative style.

The Effect of Integrated Learning-Teaching Approach on Reading Comprehension and Narration Skills

Directory of Open Access Journals (Sweden)

Ergün Hamzadayı

2010-12-01

Full Text Available This study investigated the effects of integrated learning-teaching approach on reading comprehension and narration skills. Considerations regarding how to overcome difficulties in the teaching of Turkish language through multi-theoretical perspectives have resulted in this approach to come into the existence. For the purpose of forming theoretical foundations of the research, behaviourist, cognitive and constructivist learning theories with their philosophical foundations were introduced, their principals and assumptions with regard to instructional design were compared, and their strengths and weakness were delineated. These considerations were then associated with the components of Turkish language program (content, objectives, teaching strategies and methods, assessment and that paved way for “integrative learning and teaching approach” to come into being. This study aimed to investigate whether there is a significant difference between the performance of the experimental group students who were exposed to integrative learning and teaching approach and that of control group students who were not exposed to integrative learning and teaching approach in terms of reading comprehension and written expression skills in Turkish language

Structured Narrative Retell Instruction for Young Children from Low Socioeconomic Backgrounds: A Preliminary Study of Feasibility

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Suzanne M Adlof

2014-05-01

Full Text Available Successful acquisition of literacy depends on adequate development of decoding skills as well as broader, meaning-related knowledge and skills for text comprehension. Children from low socioeconomic status (SES backgrounds are often challenged in both domains, relative to peers who are not economically disadvantaged. The efficacy of code-focused instructional programs for at-risk preliterate children is well supported, but less evidence is available regarding interventions to improve broader language and comprehension skills. This preliminary study tested the feasibility of a new intervention, structured narrative retell instruction (SNRI, and explored its potential to enhance meaning-related knowledge and skills, including vocabulary, listening comprehension, and narrative skills, in pre-literate, low SES children. SNRI used authentic children’s books to model comprehension processes, explicitly teach story grammar, and implicitly target microstructural aspects of narratives. Participants included 9 children with a mean age of 60 months, who were randomly assigned to SNRI or to code-focused literacy instruction (CFLI. Each group received 12, 40-minute instructional sessions over six weeks. Pre- and posttests were administered to assess vocabulary, listening comprehension, narrative macrostructure and narrative microstructure, as well as alphabet knowledge, phonological awareness, and concepts of print. The feasibility of SNRI was demonstrated by completion of the designed study, moderately high treatment fidelity, and qualitative feedback from interventionists. The SNRI group also made significant gains on four of the seven meaning-related measures (p < .10. In comparison, the CFLI group made significant gains on two of seven meaning-related measures. We conclude that SNRI is feasible and shows potential for improving language skills related to comprehension and that further research investigating its efficacy is warranted.

Narrative Processing in Typically Developing Children and Children with Early Unilateral Brain Injury: Seeing Gesture Matters

Science.gov (United States)

Demir, Özlem Ece; Fisher, Joan A.; Goldin-Meadow, Susan; Levine, Susan C.

2014-01-01

Narrative skill in kindergarteners has been shown to be a reliable predictor of later reading comprehension and school achievement. However, we know little about how to scaffold children's narrative skill. Here we examine whether the quality of kindergarten children's narrative retellings depends on the kind of narrative elicitation they are…

Quantifying narrative ability in autism spectrum disorder: a computational linguistic analysis of narrative coherence.

Science.gov (United States)

Losh, Molly; Gordon, Peter C

2014-12-01

Autism is a neurodevelopmental disorder characterized by serious difficulties with the social use of language, along with impaired social functioning and ritualistic/repetitive behaviors (American Psychiatric Association in Diagnostic and statistical manual of mental disorders: DSM-5, 5th edn. American Psychiatric Association, Arlington, 2013). While substantial heterogeneity exists in symptom expression, impairments in language discourse skills, including narrative (or storytelling), are universally observed in autism (Tager-Flusberg et al. in Handbook on autism and pervasive developmental disorders, 3rd edn. Wiley, New York, pp 335-364, 2005). This study applied a computational linguistic tool, Latent Semantic Analysis (LSA), to objectively characterize narrative performance in high-functioning individuals with autism and typically-developing controls, across two different narrative contexts that differ in the interpersonal and cognitive demands placed on the narrator. Results indicated that high-functioning individuals with autism produced narratives comparable in semantic content to those produced by controls when narrating from a picture book, but produced narratives diminished in semantic quality in a more demanding narrative recall task. This pattern is similar to that detected from analyses of hand-coded picture book narratives in prior research, and extends findings to an additional narrative context that proves particularly challenging for individuals with autism. Results are discussed in terms of the utility of LSA as a quantitative, objective, and efficient measure of narrative ability.

Narratives of Girls and Boys with Autism Spectrum Disorders: Gender Differences in Narrative Competence and Internal State Language

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Kauschke, Christina; van der Beek, Bettina; Kamp-Becker, Inge

2016-01-01

Since gender differences in the symptomatology of autism spectrum disorder (ASD) are not well understood, the current study examines the communicative skills of males and females with ASD. Narrative competence and internal state language (ISL) was investigated using narrations elicited by a wordless picture book. 11 girls and 11 boys with ASD and…

Cultural consultation as a model for training multidisciplinary mental healthcare professionals in cultural competence skills: preliminary results.

Science.gov (United States)

Owiti, J A; Ajaz, A; Ascoli, M; de Jongh, B; Palinski, A; Bhui, K S

2014-01-01

Lack of cultural competence in care contributes to poor experiences and outcomes from care for migrants and racial and ethnic minorities. As a result, health and social care organizations currently promote cultural competence of their workforce as a means of addressing persistent poor experiences and outcomes. At present, there are unsystematic and diverse ways of promoting cultural competence, and their impact on clinician skills and patient outcomes is unknown. We developed and implemented an innovative model, cultural consultation service (CCS), to promote cultural competence of clinicians and directly improve on patient experiences and outcomes from care. CCS model is an adaptation of the McGill model, which uses ethnographic methodology and medical anthropological knowledge. The method and approach not only contributes both to a broader conceptual and dynamic understanding of culture, but also to learning of cultural competence skills by healthcare professionals. The CCS model demonstrates that multidisciplinary workforce can acquire cultural competence skills better through the clinical encounter, as this promotes integration of learning into day-to-day practice. Results indicate that clinicians developed a broader and patient-centred understanding of culture, and gained skills in narrative-based assessment method, management of complexity of care, competing assumptions and expectations, and clinical cultural formulation. Cultural competence is defined as a set of skills, attitudes and practices that enable the healthcare professionals to deliver high-quality interventions to patients from diverse cultural backgrounds. Improving on the cultural competence skills of the workforce has been promoted as a way of reducing ethnic and racial inequalities in service outcomes. Currently, diverse models for training in cultural competence exist, mostly with no evidence of effect. We established an innovative narrative-based cultural consultation service in an inner

The role of dimensions of narrative engagement in narrative persuasion

NARCIS (Netherlands)

Graaf, A.M.; Hoeken, J.A.L.; Sanders, J.M.; Beentjes, J.W.J.

2009-01-01

Several models of narrative persuasion posit that a reader's phenomenological experience of a narrative plays a mediating role in the persuasive effects of the narrative. Because the narrative reading experience is multi-dimensional, this experiment investigates which dimensions of this experience -

The role of dimensions of narrative engagement in narrative persuasion

NARCIS (Netherlands)

Graaf, A. de; Hoeken, J.A.L.; Sanders, J.M.; Beentjes, J.W.J.

2009-01-01

Several models of narrative persuasion posit that a reader's phenomenological experience of a narrative plays a mediating role in the persuasive effects of the narrative. Because the narrative reading experience is multi-dimensional, this experiment investigates which dimensions of this experience –

Narratives about labour market transitions

DEFF Research Database (Denmark)

Cort, Pia; Thomsen, Rie

2014-01-01

on flexicurity and its implications for labour market transitions, little attention has been paid to the views and experiences of the individuals concerned. The aim of this article is to connect the grand narrative with individual narratives about labour market transitions in the Danish flexicurity system....... On the basis of narrative interviews with skilled workers, this article explores how labour market transitions are experienced by the individual and the role played by national support structures in the individual narratives. The article shows how, for the individual, a transition may prove to be a valuable...... learning experience during which radical career decisions are taken, and how support structures may work to the detriment of such learning and of the principles behind flexicurity. The article points to a reconceptualisation of transitions as important learning opportunities during which (more) adequate...

Constructing narratives to describe video events using aided communication

NARCIS (Netherlands)

Smith, M.M.; Batorowicz, B.; Sandberg, A.D.; Murray, J.; Stadskleiv, K.; Balkom, L.J.M. van; Neuvonen, K.; Tetzchner, S. von

2018-01-01

Narratives are a pervasive form of discourse and a rich source for exploring a range of language and cognitive skills. The limited research base to date suggests that narratives generated using aided communication may be structurally simple, and that features of cohesion and reference may be

Narrative Processing in Typically Developing Children and Children with Early Unilateral Brain Injury: Seeing Gesture Matters

Science.gov (United States)

Demir, Özlem Ece; Fisher, Joan A.; Goldin-Meadow, Susan; Levine, Susan C.

2014-01-01

Narrative skill in kindergarteners has been shown to be a reliable predictor of later reading comprehension and school achievement. However, we know little about how to scaffold children’s narrative skill. Here we examine whether the quality of kindergarten children’s narrative retellings depends on the kind of narrative elicitation they are given. We asked this question in typically developing (TD) kindergarten children and in children with pre- or perinatal unilateral brain injury (PL), a group that has been shown to have difficulty with narrative production. We compared children’s skill in story retellings under four different elicitation formats: (1) wordless cartoons, (2) stories told by a narrator through the auditory modality, (3) stories told by a narrator through the audiovisual modality without co-speech gestures, and (4) stories told by a narrator in the audiovisual modality with co-speech gestures. We found that children told better structured narratives in the fourth, audiovisual + gesture elicitation format than in the other three elicitation formats, consistent with findings that co-speech gestures can scaffold other aspects of language and memory. The audiovisual + gesture elicitation format was particularly beneficial to children who had the most difficulty telling a well-structured narrative, a group that included children with larger lesions associated with cerebrovascular infarcts. PMID:24127729

Narrative Competence and the Enhancement of Literacy

Directory of Open Access Journals (Sweden)

Stephen Dobson

2005-12-01

Full Text Available This essay argues for narrative competence as an underlying skill neglected in educational policy makers’ calls for enhanced literacy through improved reading, writing, numeracy and working with digital technology. This argument is presented in three parts. First, a genealogy of the narrative is presented by looking at understandings of narratives with respect to changes in technology and socio-cultural relations. Three technological forms of the narrative are examined: the oral, written and image based narrative. Second, revisiting Bernstein, narrative competency is connected to pedagogic practice. The focus is upon code recognition and the rhythm of narrative in a classroom context. Third, a proposal is made to develop narrative competence as a research programme capable of exploring literacy in an age of open learning. The core assertion of this essay is that when narrative is understood in a multi-directional, multi-voiced and multi-punctual sense, opportunities are created for a pedagogic practice that is in tune with the demands placed upon youth and their relationship to changing technologies. This makes the exploration of connections between narrative competence, pedagogic practice and technology the central focus of this essay.

The Contribution of Executive Functions to Narrative Writing in Fourth Grade Children

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Drijbooms, Elise; Groen, Margriet A.; Verhoeven, Ludo

2015-01-01

The present study investigated the contribution of executive functions to narrative writing in fourth grade children, and evaluated to what extent executive functions contribute differentially to different levels of narrative composition. The written skills of 102 Dutch children in fourth grade were assessed using a narrative picture-elicitation…

A partnership model for a reflective narrative for researcher and participant.

Science.gov (United States)

Murphy, Gill; Peters, Kath; Wilkes, Lesley; Jackson, Debra

2016-09-01

Background Conceptual frameworks are important to ensure a clear underpinning research philosophy. Further, the use of conceptual frameworks can support structured research processes. Aim To present a partnership model for a reflective narrative for researcher and participant. Discussion This paper positions the underpinning philosophical framework of the model in social constructionism (the idea that jointly constructed understandings form the basis for shared assumptions) and narrative enquiry. The model has five stages - study design, invitation to share a research space and partnership, a metaphorical research space, building a community story, and reading the community story to others. Core principles of the partnership model are continual reflection by the researcher, potential reflections by participants, reciprocal sharing, and partnership in research. Conclusion A 'trajectory of self' for both participants and researchers can be enhanced within reflective partnerships. Implications for practice This model can be applied to studies that use narrative enquiry and are seeking a humanistic approach with participant engagement.

A story of change: The influence of narrative on African-Americans with diabetes.

Science.gov (United States)

Goddu, Anna P; Raffel, Katie E; Peek, Monica E

2015-08-01

To understand if narratives can be effective tools for diabetes empowerment, from the perspective of African-American participants in a program that improved diabetes self-efficacy and self-management. In-depth interviews and focus groups were conducted with program graduates. Participants were asked to comment on the program's film, storytelling, and role-play, and whether those narratives had contributed to their diabetes behavior change. An iterative process of coding, analyzing, and summarizing transcripts was completed using the framework approach. African-American adults (n=36) with diabetes reported that narratives positively influenced the diabetes behavior change they had experienced by improving their attitudes/beliefs while increasing their knowledge/skills. The social proliferation of narrative - discussing stories, rehearsing their messages with role-play, and building social support through storytelling - was reported as especially influential. Utilizing narratives in group settings may facilitate health behavior change, particularly in minority communities with traditions of storytelling. Theoretical models explaining narrative's effect on behavior change should consider the social context of narratives. Narratives may be promising tools to promote diabetes empowerment. Interventions using narratives may be more effective if they include group time to discuss and rehearse the stories presented, and if they foster an environment conducive to social support among participants. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

A story of change: The influence of narrative on African-Americans with diabetes

Science.gov (United States)

Goddu, Anna P.; Raffel, Katie E.; Peek, Monica E.

2015-01-01

Objective To understand if narratives can be effective tools for diabetes empowerment, from the perspective of African-American participants in a program that improved diabetes self-efficacy and self-management. Methods In-depth interviews and focus groups were conducted with program graduates. Participants were asked to comment on the program's film, storytelling, and role-play, and whether those narratives had contributed to their diabetes behavior change. An iterative process of coding, analyzing, and summarizing transcripts was completed using the framework approach. Results African-American adults (n = 36) with diabetes reported that narratives positively influenced the diabetes behavior change they had experienced by improving their attitudes/beliefs while increasing their knowledge/skills. The social proliferation of narrative – discussing stories, rehearsing their messages with role-play, and building social support through storytelling – was reported as especially influential. Conclusion Utilizing narratives in group settings may facilitate health behavior change, particularly in minority communities with traditions of storytelling. Theoretical models explaining narrative's effect on behavior change should consider the social context of narratives. Practice implications Narratives may be promising tools to promote diabetes empowerment. Interventions using narratives may be more effective if they include group time to discuss and rehearse the stories presented, and if they foster an environment conducive to social support among participants. PMID:25986500

Impaired coherence of life narratives of patients with schizophrenia.

Science.gov (United States)

Allé, Mélissa C; Potheegadoo, Jevita; Köber, Christin; Schneider, Priscille; Coutelle, Romain; Habermas, Tilmann; Danion, Jean-Marie; Berna, Fabrice

2015-08-10

Self-narratives of patients have received increasing interest in schizophrenia since they offer unique material to study patients' subjective experience related to their illness, in particular the alteration of self that accompanies schizophrenia. In this study, we investigated the life narratives and the ability to integrate and bind memories of personal events into a coherent narrative in 27 patients with schizophrenia and 26 controls. Four aspects of life narratives were analyzed: coherence with cultural concept of biography, temporal coherence, causal-motivational coherence and thematic coherence. Results showed that in patients cultural biographical knowledge is preserved, whereas temporal coherence is partially impaired. Furthermore, causal-motivational and thematic coherence are significantly impaired: patients have difficulties explaining how events have modeled their identity, and integrating different events along thematic lines. Impairment of global causal-motivational and thematic coherence was significantly correlated with patients' executive dysfunction, suggesting that cognitive impairment observed in patients could affect their ability to construct a coherent narrative of their life by binding important events to their self. This study provides new understanding of the cognitive deficits underlying self-disorders in patients with schizophrenia. Our findings suggest the potential usefulness of developing new therapeutic interventions to improve autobiographical reasoning skills.

The Development of Reference Realisation and Narrative in an Australian Contact Language, Wumpurrarni English

Directory of Open Access Journals (Sweden)

Samantha eDisbray

2016-02-01

Full Text Available The development of narrative skill has been investigated extensively in a wide range of languages, cross-linguistically and in multilingual settings (Berman & Slobin, 1994b; Hickmann, 2004; Severing & Verhoeven 2001, Strömqvist & Verhoeven, 2004. The present study investigates the development of reference realisation in narrative among Indigenous children in a remote urban township in Central Australia. The children, aged between 5 and 14 years, are speakers of a contact language, Wumpurrarni English. Language development is rarely investigated among speakers of minority languages, whose language development is often appraised in the majority language, with little attention to language performance in the speaker’s home variety. The present study addresses this gap through a fine-grained qualitative analysis of the development of reference in narrative, drawing on a complex stimulus and a model of discourse strategy. The results show a a developmental trajectory similar to that found in other languages, with children aged eight and under producing simpler and less globally organised narratives than older speaker groups, and b vulnerability to the changing demands of the stimulus among these younger speakers. In addition, a subset of narrations were produced in ‘school variety’, a style more like Standard Australian English, and the results for this set showed that the narrative content and global organisation of the productions by ten- and twelve–year-olds was more similar to the productions of younger children, than like-aged speakers narrating in their home variety. Analysis of speaker responses to two factors of complexity, the stimulus and code choice, illuminated mechanisms for discourse production and development, and suggest that constructing discourse requires co-ordination of an underlying schema and on-line construction of a particular story through the deployment of linguistic devices in a particular narrative context, and

Enhancing the Personal Narrative Skills of Elementary School-Aged Students Who Use AAC: The Effectiveness of Personal Narrative Intervention

Science.gov (United States)

Soto, Gloria; Solomon-Rice, Patti; Caputo, Michele

2009-01-01

Children who use augmentative and alternative communication have been found to experience significant difficulties in the production of fictional and personal narratives. The important role of personal narratives in establishing personal and social identity has received substantial attention in developmental psychology but little attention in the…

Narrative medicine and decision-making capacity.

Science.gov (United States)

Mahr, Greg

2015-06-01

The author proposes a new model for the assessment of decision-making capacity based on the principles of narrative medicine. The narrative method proposed by the author addresses the hidden power realtionships implicit in the current model of capacity assessment. Sample cases are reviewed using the traditional model in comparison with the narrative model. Narrative medicine provides an effective model for the assessment of decision-making capacity. Deficiencies in the traditional model capacity assessment can be effectively addressed using narrative strategies. © 2015 John Wiley & Sons, Ltd.

Narrative Language and Reading Comprehension in Students with Mild Intellectual Disabilities

Science.gov (United States)

Barton-Hulsey, Andrea; Sevcik, Rose A.; Romski, MaryAnn

2017-01-01

Past research shows positive correlations between oral narrative skill and reading comprehension in typically developing students. This study examined the relationship between reading comprehension and narrative language ability of 102 elementary students with mild levels of intellectual disability. Results describe the students' narrative…

Assessment of narrative writing by Persian-speaking students with hearing impairments.

Science.gov (United States)

Zamani, P; Soleymani, Z; Mousavi, S M; Akbari, N

2018-02-16

Previous studies have highlighted that narrative skill is critical to the development of the literacy skills by children. Children with cochlear implants (CI) and hearing aids (HA) may have problems in narrative development compared to peers with healthy hearing (HH). There is no exact data about the narrative writing ability of Persian-speaking students who are hearing-impaired. This study was undertaken to compare the microstructure and macrostructure scores for narrative writing of Persian-speaking students who are hearing-impaired and peers with HH. This was a cross-sectional descriptive-analytical study. The subjects were recruited from elementary schools in the city of Tehran. A total of 144 elementary school students were participated. The written narratives were elicited using a wordless pictorial storybook story. Three-way ANOVA with post hoc adjusted Bonferroni test was applied to determine the main effects and interactions of grounded variables on the microstructure and macrostructure components of narrative writing. No significant differences were observed in the macrostructure components of narrative writing between hearing-impaired and HH students. Factors analysis showed that the 4th grade HH students had significantly the highest scores, and the 3rd grade HA students had significantly the lowest scores in microstructure components of narrative writing. The findings revealed that hearing-impaired students similarly to their HH peers can transmit the main idea (macrostructure) of narrative writing, but show critical difficulties when using complete grammatical elements (microstructures) to form sentences to convey the idea in the narrative. © 2018 John Wiley & Sons Ltd.

The making of autobiographical memory: intersections of culture, narratives and identity.

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Fivush, Robyn; Habermas, Tilmann; Waters, Theodore E A; Zaman, Widaad

2011-10-01

Autobiographical memory is a uniquely human form of memory that integrates individual experiences of self with cultural frames for understanding identities and lives. In this review, we present a theoretical and empirical overview of the sociocultural development of autobiographical memory, detailing the emergence of autobiographical memory during the preschool years and the formation of a life narrative during adolescence. More specifically, we present evidence that individual differences in parental reminiscing style are related to children's developing autobiographical narratives. Parents who structure more elaborated coherent personal narratives with their young children have children who, by the end of the preschool years, provide more detailed and coherent personal narratives, and show a more differentiated and coherent sense of self. Narrative structuring of autobiographical remembering follows a protracted developmental course through adolescence, as individuals develop social cognitive skills for temporal understanding and causal reasoning that allows autobiographical memories to be integrated into an overarching life narrative that defines emerging identity. In addition, adolescents begin to use culturally available canonical biographical forms, life scripts, and master narratives to construct a life story and inform their own autobiographical narrative identity. This process continues to be socially constructed in local interactions; we present exploratory evidence that parents help adolescents structure life narratives during coconstructed reminiscing and that adolescents use parents and families as a source for their own autobiographical content and structure. Ultimately, we argue that autobiography is a critical developmental skill; narrating our personal past connects us to our selves, our families, our communities, and our cultures.

Waiting narratives of lung transplant candidates.

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Yelle, Maria T; Stevens, Patricia E; Lanuza, Dorothy M

2013-01-01

Before 2005, time accrued on the lung transplant waiting list counted towards who was next in line for a donor lung. Then in 2005 the lung allocation scoring system was implemented, which meant the higher the illness severity scores, the higher the priority on the transplant list. Little is known of the lung transplant candidates who were listed before 2005 and were caught in the transition when the lung allocation scoring system was implemented. A narrative analysis was conducted to explore the illness narratives of seven lung transplant candidates between 2006 and 2007. Arthur Kleinman's concept of illness narratives was used as a conceptual framework for this study to give voice to the illness narratives of lung transplant candidates. Results of this study illustrate that lung transplant candidates expressed a need to tell their personal story of waiting and to be heard. Recommendation from this study calls for healthcare providers to create the time to enable illness narratives of the suffering of waiting to be told. Narrative skills of listening to stories of emotional suffering would enhance how healthcare providers could attend to patients' stories and hear what is most meaningful in their lives.

Waiting Narratives of Lung Transplant Candidates

Directory of Open Access Journals (Sweden)

Maria T. Yelle

2013-01-01

Full Text Available Before 2005, time accrued on the lung transplant waiting list counted towards who was next in line for a donor lung. Then in 2005 the lung allocation scoring system was implemented, which meant the higher the illness severity scores, the higher the priority on the transplant list. Little is known of the lung transplant candidates who were listed before 2005 and were caught in the transition when the lung allocation scoring system was implemented. A narrative analysis was conducted to explore the illness narratives of seven lung transplant candidates between 2006 and 2007. Arthur Kleinman’s concept of illness narratives was used as a conceptual framework for this study to give voice to the illness narratives of lung transplant candidates. Results of this study illustrate that lung transplant candidates expressed a need to tell their personal story of waiting and to be heard. Recommendation from this study calls for healthcare providers to create the time to enable illness narratives of the suffering of waiting to be told. Narrative skills of listening to stories of emotional suffering would enhance how healthcare providers could attend to patients’ stories and hear what is most meaningful in their lives.

PENGEMBANGAN MODEL PEMBELAJARAN SOFT SKILLS DAN HARD SKILLS UNTUK SISWA SMK

OpenAIRE

Widarto Noto Widodo, Pardjono

2013-01-01

Abstrak: Pengembangan Model Pembelajaran Soft Skills dan Hard Skills untuk Siswa SMK. Era global menuntut sumber daya manusia yang memiliki daya saing, adaptif dan antisipatif, mampu belajar, terampil, mudah beradaptasi dengan teknologi baru. Profil tenaga kerja yang dibutuhkan pasar adalah yang kuat pada aspek soft skills dan hard skills. Ada tiga alternatif model pendidikan yang memadukan hard skills dan soft skills, yaitu (1) aspek soft skills dan hard skills dilaksanakan di sekolah; (2) a...

A four-part model for narrative genres and identities: evidence from Greek data

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Αrgiris Archakis

2014-06-01

Full Text Available This article presents a tentative typology of narrative genres based on Greek data and following a discourse analytic perspective. Taking into consideration the contemporary literature on narrative, I maintain that the reassessment of the interlocutor’s role and, in general, participants’ interaction in the unfolding of the narrative event have played an important role in shifting the research interest from ‘big’ to ‘small’ narratives. Furthermore, taking into account the medium of the narrative, I propose a four-part model that emerges if a vertical oral/written continuum is intersected horizontally by a dialogue/monologue one (Politis 2001. In this context, I discuss narrative genres such as the monological autobiographical narrative, the conversational narrative of past or future events, the online journalistic narrative (news bulletin, and the printed journalistic narrative (newspaper article. Finally, I argue that, in interactive environments, symmetrical and intimate relations between the interlocutors permit the construction of collective in-group identities. On the contrary, in monological environments, where relations are asymmetrical and there is social distance between interlocutors, the latter’s positionings and, consequently, their identities tend to be primarily –but not necessarily– individual ones.

Social Narrative Strategies to Support Children with Autism Spectrum Disorder

Science.gov (United States)

Coogle, Christan Grygas; Ahmed, Siddiq; Aljaffal, Mohammed Abdulaziz; Alsheef, Manal Yousef; Hamdi, Hamad Ali

2018-01-01

The purpose of this manuscript is to identify social narrative strategies that can be used to enhance the social skills of young children identified with autism spectrum disorder. We provide a description as well as scenarios describing how educators might consider using social narrative strategies. We conclude with resources to attain additional…

Narrative theories as computational models: reader-oriented theory and artificial intelligence

Energy Technology Data Exchange (ETDEWEB)

Galloway, P.

1983-12-01

In view of the rapid development of reader-oriented theory and its interest in dynamic models of narrative, the author speculates in a serious way about what such models might look like in computational terms. Researchers in artificial intelligence (AI) have already begun to develop models of story understanding as the emphasis in ai research has shifted toward natural language understanding and as ai has allied itself with cognitive psychology and linguistics to become cognitive science. Research in ai and in narrative theory share many common interests and problems and both studies might benefit from an exchange of ideas. 11 references.

Narrative Agency in Hashtag Activism: The Case of #BlackLivesMatter

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Guobin Yang

2016-08-01

Full Text Available Hashtag activism happens when large numbers of postings appear on social media under a common hashtagged word, phrase or sentence with a social or political claim. The temporal unfolding of these mutually connected postings in networked spaces gives them a narrative form and agency. Applying Karlyn Campbell’s propositions about rhetorical agency to the case of #BlackLivesMatter, this essay shows that narrative agency in hashtag activism derives from its narrative form as well as from its contents and social context. Narrative agency is communal, invented, skillful, and protean.

Narrative organisation at encoding facilitated children's long-term episodic memory.

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Wang, Qi; Bui, Van-Kim; Song, Qingfang

2015-01-01

This study examined the effect of narrative organisation at encoding on long-term episodic memory in a sample of five- to seven-year-old children (N = 113). At an initial interview, children were asked to narrate a story from a picture book. Six months later, they were interviewed again and asked to recall the story and answer a series of direct questions about the story. Children who initially encoded more information in narrative and produced more complete, complex, cohesive and coherent narratives remembered the story in greater detail and accuracy following the six-month interval, independent of age and verbal skills. The relation between narrative organisation and memory was consistent across culture and gender. These findings provide new insight into the critical role of narrative in episodic memory.

A tale of two hands: Children's early gesture use in narrative production predicts later narrative structure in speech

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Demir, Özlem Ece; Levine, Susan C.; Goldin-Meadow, Susan

2014-01-01

Speakers of all ages spontaneously gesture as they talk. These gestures predict children's milestones in vocabulary and sentence structure. We ask whether gesture serves a similar role in the development of narrative skill. Children were asked to retell a story conveyed in a wordless cartoon at age 5 and then again at 6, 7, and 8. Children's narrative structure in speech improved across these ages. At age 5, many of the children expressed a character's viewpoint in gesture, and these children were more likely to tell better-structured stories at the later ages than children who did not produce character-viewpoint gestures at age 5. In contrast, framing narratives from a character's perspective in speech at age 5 did not predict later narrative structure in speech. Gesture thus continues to act as a harbinger of change even as it assumes new roles in relation to discourse. PMID:25088361

Animation with concurrent narration versus narration in physical education lesson

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Ioannou Panagiotis

2016-01-01

Full Text Available The purpose of the present study was to compare the effects of two different teaching methods on students' comprehension during Physical Education lesson: narration versus animation with concurrent narration, during teaching shot put event. Thirty primary school children (boys and girls volunteered to participate in this study. In experiment students listened (narration and viewed (animation with narration the presentation of two shot putting styles. A problem-solving and a retention test were used to evaluate students' comprehension. Results showed that students' comprehension was better when shot putting styles were presented through a mixed model (animation and narration group than a single (narration. The animation with concurrent narration group performed better than the narration group, in problem-solving (M = 4.91, SD = 1.36 and in retention test (M = 5.98, SD = 1.28 t(28 = 1.89 p<0.01. An instructional implication is that pictures with words is more effective way of teaching when they occur continuingly in time, than only words during Physical Education lesson.

Narrative ethics for narrative care.

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Baldwin, Clive

2015-08-01

Narrative permeates health care--from patients' stories taken as medical histories to the development of health policy. The narrative approach to health care has involved the move from narratives in health care as objects of study to the lens through which health care is studied and, more recently, to narrative as a form of care. In this paper, I argue that narrative care requires a move in the field of ethics--from a position where narratives are used to inform ethical decision making to one in which narrative is the form and process of ethical decision making. In other words, I argue for a narrative ethics for narrative care. The argument is relatively straightforward. If, as I argue, humans are narrative beings who make sense of themselves, others, and the world in and through narrative, we need to see our actions as both narratively based and narratively contextual and thus understanding the nature, form, and content of the narratives of which we are a part, and the process of narrativity, provides an intersubjective basis for ethical action. Copyright © 2015 Elsevier Inc. All rights reserved.

Narrative Abilities, Memory and Attention in Children with a Specific Language Impairment

Science.gov (United States)

Duinmeijer, Iris; de Jong, Jan; Scheper, Annette

2012-01-01

Background: While narrative tasks have proven to be valid measures for detecting language disorders, measuring communicative skills and predicting future academic performance, research into the comparability of different narrative tasks has shown that outcomes are dependent on the type of task used. Although many of the studies detecting task…

The Home Literacy Environment and the English Narrative Development of Spanish–English Bilingual Children

Science.gov (United States)

Hammer, Carol Scheffner

2016-01-01

Purpose The purpose of this study was to examine the impact of the home literacy environment (HLE) on the English narrative development of Spanish–English bilingual children from low-income backgrounds. Method Longitudinal data were collected on 81 bilingual children from preschool through 1st grade. English narrative skills were assessed in the fall and spring of each year. Microstructure measures included mean length of utterance in morphemes and number of different words. The Narrative Scoring Scheme (Heilmann, Miller, Nockerts, & Dunaway, 2010) measured macrostructure. Each fall, the children's mothers reported the frequency of literacy activities and number of children's books in the home. Growth curve modeling was used to describe the children's narrative development and the impact of the HLE over time. Results Significant growth occurred for all narrative measures. The HLE did not affect microstructure growth. The frequency with which mothers read to their children had a positive impact on the growth of the children's total Narrative Scoring Scheme scores. Other aspects of the HLE, such as the frequency with which the mothers told stories, did not affect macrostructure development. Conclusions These results provide information about the development of English narrative abilities and demonstrate the importance of frequent book reading for the overall narrative quality of children from Spanish-speaking homes who are learning English. PMID:27701625

Supporting Oral Narrative Development of Kindergarten English Language Learners Using Multimedia Stories

Science.gov (United States)

Yang, Sha

2016-01-01

Narrative ability comes before literacy for bilingual students and helps narrow down the gap in text-level literacy between English language learners (ELLs) and native English speakers. Kindergarten ELLs are the best age group to receive intervention to improve their oral narrative skills. Multimedia stories have potential to assist kindergarten…

Drama and Imagination: A Cognitive Theory of Drama's Effect on Narrative Comprehension and Narrative Production

Science.gov (United States)

Mages, Wendy K.

2006-01-01

This article proposes a cognitive theory of how drama affects two aspects of language development: narrative comprehension and narrative production. It is a theoretical model that explicitly posits the role of the imagination in drama's potential to enhance the development of both narrative comprehension and narrative production. (Contains 2…

Elaboration and Autonomy Support in Low-Income Mothers' Reminiscing: Links to Children's Autobiographical Narratives

Science.gov (United States)

Leyva, Diana; Reese, Elaine; Grolnick, Wendy; Price, Carrie

2008-01-01

Maternal elaboration and autonomy support during reminiscing facilitate middle-class children's autobiographical narrative skills. In this study, low-income Hispanic, White, and Black mothers' elaboration and autonomy support in reminiscing were examined in relation to children's joint and independent autobiographical narratives and engagement.…

In Few Words: Linguistic Gap but Adequate Narrative Structure in Preschool Bilingual Children

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Bonifacci, Paola; Barbieri, Margherita; Tomassini, Marta; Roch, Maja

2018-01-01

The aim of this study was to compare linguistic and narrative skills of monolingual and bilingual preschoolers and to estimate linguistic predictors of the macro-structural level of narratives. A battery of linguistic measures in Italian was administered to sixty-four Monolinguals and sixty-four Early Bilinguals; it included Vocabulary,…

Ecosystem Model Skill Assessment. Yes We Can!

Science.gov (United States)

Olsen, Erik; Fay, Gavin; Gaichas, Sarah; Gamble, Robert; Lucey, Sean; Link, Jason S

2016-01-01

Accelerated changes to global ecosystems call for holistic and integrated analyses of past, present and future states under various pressures to adequately understand current and projected future system states. Ecosystem models can inform management of human activities in a complex and changing environment, but are these models reliable? Ensuring that models are reliable for addressing management questions requires evaluating their skill in representing real-world processes and dynamics. Skill has been evaluated for just a limited set of some biophysical models. A range of skill assessment methods have been reviewed but skill assessment of full marine ecosystem models has not yet been attempted. We assessed the skill of the Northeast U.S. (NEUS) Atlantis marine ecosystem model by comparing 10-year model forecasts with observed data. Model forecast performance was compared to that obtained from a 40-year hindcast. Multiple metrics (average absolute error, root mean squared error, modeling efficiency, and Spearman rank correlation), and a suite of time-series (species biomass, fisheries landings, and ecosystem indicators) were used to adequately measure model skill. Overall, the NEUS model performed above average and thus better than expected for the key species that had been the focus of the model tuning. Model forecast skill was comparable to the hindcast skill, showing that model performance does not degenerate in a 10-year forecast mode, an important characteristic for an end-to-end ecosystem model to be useful for strategic management purposes. We identify best-practice approaches for end-to-end ecosystem model skill assessment that would improve both operational use of other ecosystem models and future model development. We show that it is possible to not only assess the skill of a complicated marine ecosystem model, but that it is necessary do so to instill confidence in model results and encourage their use for strategic management. Our methods are applicable

Vocabulary, syntax, and narrative development in typically developing children and children with early unilateral brain injury: Early parental talk about the there-and-then matters

Science.gov (United States)

Demir, Özlem Ece; Rowe, Meredith L.; Heller, Gabriella; Goldin-Meadow, Susan; Levine, Susan C.

2014-01-01

This study examines the role of a particular kind of linguistic input––talk about the past and future, pretend, and explanations, that is, talk that is decontextualized––in the development of vocabulary, syntax, and narrative skill in typically developing (TD) children and children with pre- or perinatal brain injury (BI). Decontextualized talk has been shown to be particularly effective in predicting children’s language skills, but it is not clear why. We first explored the nature of parent decontextualized talk and found it to be linguistically richer than contextualized talk in parents of both TD and BI children. We then found, again for both groups, that parent decontextualized talk at child age 30 months was a significant predictor of child vocabulary, syntax, and narrative performance at kindergarten, above and beyond the child’s own early language skills, parent contextualized talk and demographic factors. Decontextualized talk played a larger role in predicting kindergarten syntax and narrative outcomes for children with lower syntax and narrative skill at 30 months, and also a larger role in predicting kindergarten narrative outcomes for children with BI than for TD children. The difference between the two groups stemmed primarily from the fact that children with BI had lower narrative (but not vocabulary or syntax) scores than TD children. When the two groups were matched in terms of narrative skill at kindergarten, the impact that decontextualized talk had on narrative skill did not differ for children with BI and for TD children. Decontextualized talk is thus a strong predictor of later language skill for all children, but may be particularly potent for children at the lower-end of the distribution for language skill. The findings also suggest that variability in the language development of children with BI is influenced not only by the biological characteristics of their lesions, but also by the language input they receive. PMID:25621756

Meningkatkan Hard Skills dan Soft Skills Siswa melalui Model Pembelajaran Koooperatif Tipe Stad

OpenAIRE

Alfiansyah, Muhammad; Jamal, M. Arifuddin; An'nur, Syubhan

2014-01-01

Penelitian ini secara umum bertujuan untuk mendeskripsikan keefektifan model pembelajaran kooperatif tipe STAD dalam meningkatkan hard skills dan soft skills siswa SMAN 8 Barabai pada pokok bahasan fluida statis. Secara khusus untuk mendeskripsikan keterlaksanaan RPP model kooperatif tipe STAD, hard skills siswa, soft skills siswa dan respon siswa. Metode penelitian yang digunakan merupakan penelitian tindakan kelas model Kemmis dan Mc Taggart. Hasil penelitian menunjukkan bahwa terjadi pen...

Det narrative og narrative undervisningsformer

DEFF Research Database (Denmark)

2010-01-01

I denne power point gennem grundtrækkene i den narrative vending og der kommes med eksempler på narrative undervisningsformer.......I denne power point gennem grundtrækkene i den narrative vending og der kommes med eksempler på narrative undervisningsformer....

English Language Narratives of Filipino Children

Science.gov (United States)

Lofranco, Lee Ann L.; Pena, Elizabeth D.; Bedore, Lisa M.

2006-01-01

Purpose: The current study focuses on describing the English language narrative skills of children who have been exposed to the Filipino language. Method: Eight children between the ages of 6;0 (years;months) and 7;7 who spoke primarily English but who were exposed to the Filipino language at home participated. Each child produced three narrative…

Public health nurses perception of clinical leadership in Ireland: narrative descriptions.

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Carney, Marie

2009-05-01

The aim of the study was to identify how clinical leadership skills are perceived by Public Health Nurses in the course of their everyday work and the effectiveness and consequences of such skills in primary care delivery. Public health nurses deliver primary care to children and adults as part of small teams or in individual situations. Leadership skills are needed to fulfil their many roles. Rigorous analysis of narrative interviews with public health nurses working in primary care environments in Ireland was undertaken. Narrative information was obtained by having conversations with 20 public health nurses relating to their perceptions on what clinical leadership meant to them and how their leadership skills influenced effective primary care delivery. Analysis of conversations identified the tensions existing between the various roles and responsibilities of the public health nurse and other primary care workers. This tension was perceived by the nurses as being the main barrier to effective primary care delivery from their perspective. Clinical leadership is viewed narrowly by public health nurses as management skills rather than leadership skills were mainly identified. Education for the role was identified as a critical success factor. RELEVANCE TO NURSE MANAGERS: Public health nurses are well placed to shape and influence health service culture through effective clinical leadership.

When Video Games Tell Stories: A Model of Video Game Narrative Architectures

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Marcello Arnaldo Picucci

2014-11-01

Full Text Available In the present study a model is proposed offering a comprehensive categorization of video game narrative structures intended as the methods and techniques used by game designers and allowed by the medium to deliver the story content throughout the gameplay in collaboration with the players. A case is first made for the presence of narrative in video games and its growth of importance as a central component in game design. An in-depth analysis ensues focusing on how games tell stories, guided by the criteria of linearity/nonlinearity, interactivity and randomness. Light is shed upon the fundamental architectures through which stories are told as well as the essential boundaries posed by the close link between narrative and game AI.

The Oral Narrative Comprehension and Production Abilities of Verbal Preschoolers on the Autism Spectrum

Science.gov (United States)

Westerveld, Marleen F.; Roberts, Jacqueline M. A.

2017-01-01

Purpose: This study described the oral narrative comprehension and production skills of verbal preschool-age children on the autism spectrum and investigated correlations between oral narrative ability and norm-referenced language test performance. Method: Twenty-nine preschool-age children (aged 4;0-5;9 years;months) with autism, who obtained an…

Enhancing Physician Empathy: Optimizing Learner Potential for Narrative Transportation

Directory of Open Access Journals (Sweden)

Casey Hester

2016-12-01

Full Text Available This article argues for the pedagogical usefulness of engaging with literary texts in the formal training of physicians and healthcare workers. It suggests that particular “skills” in reading and engaging with narrative are as readily teachable to healthcare students as are skills in reading x-rays or in diagnosing symptoms. It focuses on three phenomena associated with literary (and other forms of narrative – namely, the recognition of characters, vicarious experience, and the experience of fellow feeling – and relates them to three categories in cognitive psychology: Theory of Mind, Narrative Transportation, and Empathy. It presents a survey of empirical studies in cognitive psychology that demonstrates the effectiveness of literary narrative in producing these psychological states, and ends by demonstrating how the teaching of a literary narrative – Bastard Out of Carolina – has enhanced these states in students planning on a career in medicine. Such enhancement, the article suggests, are produced by literary features such as imagery, defamiliarization, and patterned organization on the levels of phonology, semantics, and story structure.

The Home Literacy Environment and the English Narrative Development of Spanish-English Bilingual Children

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Bitetti, Dana; Hammer, Carol Scheffner

2016-01-01

Purpose: The purpose of this study was to examine the impact of the home literacy environment (HLE) on the English narrative development of Spanish-English bilingual children from low-income backgrounds. Method: Longitudinal data were collected on 81 bilingual children from preschool through 1st grade. English narrative skills were assessed in the…

The Meta Marriage: Links Between Older Couples' Relationship Narratives and Marital Satisfaction.

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McCoy, Alexandra; Rauer, Amy; Sabey, Allen

2017-12-01

Drawing upon a relatively understudied population and a unique observational task, the current study sought to examine how older couples' interactional behaviors during a relationship narrative task were associated with marital satisfaction over time. Using observational data from a sample of 64 older, higher-functioning married couples, we analyzed a series of Actor-Partner Independence Models (APIM) to explore how couples' interactional behaviors during a relationship narrative task were associated with spouses' marital satisfaction both concurrently and one year later. Analyses revealed that spouses' behaviors (e.g., expressions of positive affect, negative affect, communication skills, engagement) were associated with their self-reported marital satisfaction both at the time of the narrative and with changes in marital satisfaction. We found particularly robust evidence for the role of husbands' negative affect during the narrative task in predicting changes in both spouses' marital satisfaction over time. Our results indicate that researchers and clinicians should carefully consider the influence of development on the associations between spouses' behaviors and marital satisfaction. Further, those seeking to improve marriages in later life may need to consider the meaningful role that gender appears to play in shaping the marital experiences of older couples. © 2016 Family Process Institute.

Power and promise of narrative for advancing physical therapist education and practice.

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Greenfield, Bruce H; Jensen, Gail M; Delany, Clare M; Mostrom, Elizabeth; Knab, Mary; Jampel, Ann

2015-06-01

This perspective article provides a justification for and an overview of the use of narrative as a pedagogical tool for educators to help physical therapist students, residents, and clinicians develop skills of reflection and reflexivity in clinical practice. The use of narratives is a pedagogical approach that provides a reflective and interpretive framework for analyzing and making sense of texts, stories, and other experiences within learning environments. This article describes reflection as a well-established method to support critical analysis of clinical experiences; to assist in uncovering different perspectives of patients, families, and health care professionals involved in patient care; and to broaden the epistemological basis (ie, sources of knowledge) for clinical practice. The article begins by examining how phronetic (ie, practical and contextual) knowledge and ethical knowledge are used in physical therapy to contribute to evidence-based practice. Narrative is explored as a source of phronetic and ethical knowledge that is complementary but irreducible to traditional objective and empirical knowledge-the type of clinical knowledge that forms the basis of scientific training. The central premise is that writing narratives is a cognitive skill that should be learned and practiced to develop critical reflection for expert practice. The article weaves theory with practical application and strategies to foster narrative in education and practice. The final section of the article describes the authors' experiences with examples of integrating the tools of narrative into an educational program, into physical therapist residency programs, and into a clinical practice. © 2015 American Physical Therapy Association.

The dynamics of unreliable narration

DEFF Research Database (Denmark)

Hansen, Per Krogh

2017-01-01

Per Krogh Hansen brings attention to one of the most discussed narratological concepts in recent years, the ‘unreliable narrator’. In the article »The Dynamics of Unreliable Narration«, Hansen is considering to what extent the question of authorial control or intention is relevant when analysing...... and interpreting unreliable narrators. In the first part of the article, he questions this claimed essentiality of an authorial agent from three different angles: One concerning the border between diegetic and extradiegetic issues. Another with specific focus on unreliable simultaneous narration (first person......, present tense). And a third with attention paid to the role of unreliable narrators in factual narratives. In the article, he proposes a model for describing the different dynamic roles the authorial agent, as well as the empirical reader, plays in different forms of unreliable narration. Here, terms like...

Couples Communication Skills and Anxiety of Pregnancy: A Narrative Review.

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Malary, Mina; Shahhosseini, Zohreh; Pourasghar, Mehdi; Hamzehgardeshi, Zeinab

2015-08-01

physical problems during pregnancy including Anxiety disorders form a large share of health problems. On the other hand, healthy relationship and communication skills are vital to raise a family. For couples who enjoy communication skills, parenthood will be the best and most pleasant experiences in their lives. High levels of positive communication will lead to couples and their children's mental health and couples' good relationship can have a protective effect against stressors including anxiety of pregnancy. The current study reviewed the studies on the relationship between communication skills and the anxiety of pregnancy. The current study is a review where the researcher browsed the available databases like Google Scholar, Pubmed, Magiran, SID, and Science Direct and using key words of Communication skills, marital satisfaction, and the anxiety of pregnancy, & the researcher has searched the articles of 2000-2014 & read 150 abstracts & 93 full papers and ultimately, chose 50 to write this study. By reviewing the findings literature in three general categories as Communication Skills as the Significant Component to Get Marital Satisfaction, Improving Marital Satisfaction as Pregnancy Anxiety Reducing Factor, and Communication Skills Quality as Component Influencing Pregnancy Anxiety. Having communication skills will lead to promotion of marital satisfaction and increased mental health in life. It is, therefore, recommended that communication skills be trained in routine programs for pre-marriage counseling, pre-pregnancy cares and pregnancy so that the mental health of community can be improved.

An analytical perspective on the Fellowship Narrative of Genesis 18:1–15

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Ahn Sang Keun

2010-08-01

This study, therefore, attempts to explore the view point of the author of the Fellowship Narrative (Gn 18:1–15 within the context of the larger Abraham narrative (Gn 11:27–25:11. The method used for the investigation is mainly that of narrative criticism. Attention is paid to the narrator’s various literary skills: ‘linking structure with preceding episode’ (Gn 18:1a, the ‘sandwiched structure’ of the larger context (Gn 18:1–21:7, the unique plot sequence, as well as repeated clue words and phrases (such as ‘laugh’, ‘Sarah’ and ‘this time next year’. These literary aspects are used by the narrator to depict the faithfulness of the Lord who fulfils what he promised. The conclusion of this study overturns the traditional interpretations of the Fellowship Narrative.

Discussion of skill improvement in marine ecosystem dynamic models based on parameter optimization and skill assessment

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Shen, Chengcheng; Shi, Honghua; Liu, Yongzhi; Li, Fen; Ding, Dewen

2016-07-01

Marine ecosystem dynamic models (MEDMs) are important tools for the simulation and prediction of marine ecosystems. This article summarizes the methods and strategies used for the improvement and assessment of MEDM skill, and it attempts to establish a technical framework to inspire further ideas concerning MEDM skill improvement. The skill of MEDMs can be improved by parameter optimization (PO), which is an important step in model calibration. An efficient approach to solve the problem of PO constrained by MEDMs is the global treatment of both sensitivity analysis and PO. Model validation is an essential step following PO, which validates the efficiency of model calibration by analyzing and estimating the goodness-of-fit of the optimized model. Additionally, by focusing on the degree of impact of various factors on model skill, model uncertainty analysis can supply model users with a quantitative assessment of model confidence. Research on MEDMs is ongoing; however, improvement in model skill still lacks global treatments and its assessment is not integrated. Thus, the predictive performance of MEDMs is not strong and model uncertainties lack quantitative descriptions, limiting their application. Therefore, a large number of case studies concerning model skill should be performed to promote the development of a scientific and normative technical framework for the improvement of MEDM skill.

A Model for Evaluating Student Clinical Psychomotor Skills.

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And Others; Fiel, Nicholas J.

1979-01-01

A long-range plan to evaluate medical students' physical examination skills was undertaken at the Ingham Family Medical Clinic at Michigan State University. The development of the psychomotor skills evaluation model to evaluate the skill of blood pressure measurement, tests of the model's reliability, and the use of the model are described. (JMD)

Narrative Aversion: Challenges for the Illness Narrative Advocate.

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Behrendt, Kathy

2017-02-01

Engaging in self-narrative is often touted as a powerful antidote to the bad effects of illness. However, there are various examples of what may broadly be termed "aversion" to illness narrative. I group these into three kinds: aversion to certain types of illness narrative; aversion to illness narrative as a whole; and aversion to illness narrative as an essentially therapeutic endeavor. These aversions can throw into doubt the advantages claimed for the illness narrator, including the key benefits of repair to the damage illness does to identity and life-trajectory. Underlying these alleged benefits are two key presuppositions: that it is the whole of one's life that is narratively unified, and that one's identity is inextricably bound up with narrative. By letting go of these assumptions, illness narrative advocates can respond to the challenges of narrative aversions. © The Author 2016. Published by Oxford University Press, on behalf of The Journal of Medicine and Philosophy Inc. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Identity as a narrative of autobiography

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Luba Jakubowska

2010-12-01

Full Text Available This article is a proposal of identity research through its process and narrative character. As a starting point I present a definition of identity understood as the whole life process of finding identification. Next I present my own model of auto/biography-narrative research inspired by hermeneutic and phenomenological traditions of thinking about experiencing reality. I treat auto/biography-narrative research as a means of exploratory conduct, based on the narrator’s biography data, also considering the researcher’s autobiographical thought. In the final part of the article I focus on showing the narrative structure of identity and autobiography. I emphasise this relation in definitions qualifying autobiography as written life narration and identity as a narration of autobiography.

Criminal Narrative Experience: Relating Emotions to Offence Narrative Roles During Crime Commission.

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Ioannou, Maria; Canter, David; Youngs, Donna

2017-10-01

A neglected area of research within criminality has been that of the experience of the offence for the offender. The present study investigates the emotions and narrative roles that are experienced by an offender while committing a broad range of crimes and proposes a model of criminal narrative experience (CNE). Hypotheses were derived from the circumplex of emotions, Frye, narrative theory, and its link with investigative psychology. The analysis was based on 120 cases. Convicted for a variety of crimes, incarcerated criminals were interviewed and the data were subjected to smallest space analysis (SSA). Four themes of CNE were identified: Elated Hero, Calm Professional, Distressed Revenger, and Depressed Victim in line with the recent theoretical framework posited for narrative offence roles. The theoretical implications for understanding crime on the basis of the CNE as well as practical implications are discussed.

Text-based Learning (Tbl) to Activate Adult Efl Learners in Learning English: a Narrative Inquiry

OpenAIRE

Iftanti, Erna

2017-01-01

In response to the fact that college students complain on their unsuccessful story of their EFL learning experience such as the limited number of vocabulary, English Grammar confusion, low competence of English language skills, this article explores an alternative effective way of helping them to improve their English through Text-Based Learning (TBL) model. This article is then intended to narrate the implementation of TBL to teach English for college students of non English Department of Po...

Instructional Model and Thinking Skill in Chemistry Class

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Langkudi, H. H.

2018-02-01

Chemistry course are considered a difficult lesson for students as evidenced by low learning outcomes on daily tests, mid-semester tests as well as final semester tests. This research intended to investigate the effect of instructional model, thinking skill and the interaction of these variables on students’ achievement in chemistry. Experimental method was applying used 2 x 2 factorial design. The results showed that the use of instructional model with thinking skill influences student’s learning outcomes, so that the chemistry teacher is recommended to pay attention to the learning model, and adjusted to the student’s skill thinking on the chemistry material being taught. The conclusion of this research is that discovery model is suitable for students who have formal thinking skill and conventional model is fit for the students that have concrete thinking skill.

Deficits in narrative abilities in child British Sign Language users with specific language impairment.

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Herman, Ros; Rowley, Katherine; Mason, Kathryn; Morgan, Gary

2014-01-01

This study details the first ever investigation of narrative skills in a group of 17 deaf signing children who have been diagnosed with disorders in their British Sign Language development compared with a control group of 17 deaf child signers matched for age, gender, education, quantity, and quality of language exposure and non-verbal intelligence. Children were asked to generate a narrative based on events in a language free video. Narratives were analysed for global structure, information content and local level grammatical devices, especially verb morphology. The language-impaired group produced shorter, less structured and grammatically simpler narratives than controls, with verb morphology particularly impaired. Despite major differences in how sign and spoken languages are articulated, narrative is shown to be a reliable marker of language impairment across the modality boundaries. © 2014 Royal College of Speech and Language Therapists.

A Comparative Study of McDonald’s Wedding Narratives with the Model of Anchoring

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Mimi Huang

2016-12-01

Full Text Available Fast-food giant McDonald’s announced in 2010 that they would start hosting wedding ceremonies and receptions for couples who would like to get married in their restaurants in Hong Kong. This paper conducts a study comparing the differing representations of McDonald’s wedding services through a narrative analytical approach. Specifically, this paper examines relevant discourses surrounding the launch of the corporation’s wedding services from the British media (e.g. Daily Mail, the Independent as well as public discourses in Hong Kong (e.g. McDonald’s Hong Kong website, and CNN’s Hong Kong news.  It is found that these narratives have a significant degree of discrepancy in depicting McDonald’s wedding stories. These differences further raise the question of how differing narrative strategies are employed to conceptualise the brand’s emergent wedding narratives in a unique social-cultural environment.  In the discussion of McDonald’s wedding stories, the focus is placed on the cognitive and linguistic aspects of the discourse. An analytical model of “anchoring” will be proposed and applied to investigate the cooperation’s marketing strategies as well as the media’s reaction towards such promotions. It is argued that a narrative can promote or demote a brand’s identity and position through the process of anchoring. It is further argued that anchoring is an important cognitive-psychological strategy in conceptualization and meaning construction. Keywords: narrative inquiry, cognitive narratology, anchors, anchoring, meaning construction

Structural and Dialectal Characteristics of the Fictional and Personal Narratives of School-age African American Children

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Mills, Monique T.; Watkins, Ruth V.; Washington, Julie A.

2014-01-01

Purpose To report preliminary comparisons of developing structural characteristics associated with fictional and personal narratives in school-age African American children. Method Forty-three children, grades two through five, generated a fictional and a personal narrative in response to a wordless-book elicitation task and a story-prompt task, respectively. Narratives produced in these two contexts were characterized for macrostructure, microstructure, and dialect density. Differences across narrative type and grade level were examined. Results Statistically significant differences between the two types of narratives were found for both macrostructure and microstructure but not for dialect density. There were no grade-related differences in macrostructure, microstructure, or dialect density. Conclusion The results demonstrate the complementary role of fictional and personal narratives for describing young children's narrative skills. Use of both types of narrative tasks and descriptions of both macrostructure and macrostructure may be particularly useful for characterizing the narrative abilities of young school-age African American children, for whom culture-fair methods are scarce. Further study of additional dialect groups is warranted. PMID:23633645

Consistency and stability of narrative coherence: An examination of personal narrative as a domain of adult personality.

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Waters, Theodore E A; Köber, Christin; Raby, K Lee; Habermas, Tilmann; Fivush, Robyn

2018-03-02

Narrative theories of personality assume that individual differences in coherence reflect consistent and stable differences in narrative style rather than situational and event-specific differences (e.g., McAdams & McLean, 2013). However, this assumption has received only modest empirical attention. Therefore, we present two studies testing the theoretical assumption of a consistent and stable coherent narrative style. Study 1 focused on the two most traumatic and most positive life events of 224 undergraduates. These event-specific narratives were coded for three coherence dimensions: theme, context, and chronology (NaCCs; Reese et al., 2011). Study 2 focused on two life narratives told 4 years apart by 98 adults, which were coded for thematic, causal, and temporal coherence (Köber, Schmiedek, & Habermas, 2015). Confirmatory factor analysis in both studies revealed that individual differences in the coherence ratings were best explained by a model including both narrative style and event-/narration-specific latent variables. The ways in which we tell autobiographical narratives reflect a stable feature of individual differences. Further, they suggest that this stable element of personality is necessary, but not sufficient, in accounting for specific event and life narrative coherence. © 2018 Wiley Periodicals, Inc.

Skill and independence weighting for multi-model assessments

International Nuclear Information System (INIS)

Sanderson, Benjamin M.; Wehner, Michael; Knutti, Reto

2017-01-01

We present a weighting strategy for use with the CMIP5 multi-model archive in the fourth National Climate Assessment, which considers both skill in the climatological performance of models over North America as well as the inter-dependency of models arising from common parameterizations or tuning practices. The method exploits information relating to the climatological mean state of a number of projection-relevant variables as well as metrics representing long-term statistics of weather extremes. The weights, once computed can be used to simply compute weighted means and significance information from an ensemble containing multiple initial condition members from potentially co-dependent models of varying skill. Two parameters in the algorithm determine the degree to which model climatological skill and model uniqueness are rewarded; these parameters are explored and final values are defended for the assessment. The influence of model weighting on projected temperature and precipitation changes is found to be moderate, partly due to a compensating effect between model skill and uniqueness. However, more aggressive skill weighting and weighting by targeted metrics is found to have a more significant effect on inferred ensemble confidence in future patterns of change for a given projection.

Verbal communication skills in typical language development: a case series.

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Abe, Camila Mayumi; Bretanha, Andreza Carolina; Bozza, Amanda; Ferraro, Gyovanna Junya Klinke; Lopes-Herrera, Simone Aparecida

2013-01-01

The aim of the current study was to investigate verbal communication skills in children with typical language development and ages between 6 and 8 years. Participants were 10 children of both genders in this age range without language alterations. A 30-minute video of each child's interaction with an adult (father and/or mother) was recorded, fully transcribed, and analyzed by two trained researchers in order to determine reliability. The recordings were analyzed according to a protocol that categorizes verbal communicative abilities, including dialogic, regulatory, narrative-discursive, and non-interactive skills. The frequency of use of each category of verbal communicative ability was analyzed (in percentage) for each subject. All subjects used more dialogical and regulatory skills, followed by narrative-discursive and non-interactive skills. This suggests that children in this age range are committed to continue dialog, which shows that children with typical language development have more dialogic interactions during spontaneous interactions with a familiar adult.

Methodological Pluralism and Narrative Inquiry

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Michie, Michael

2013-01-01

This paper considers how the integral theory model of Nancy Davis and Laurie Callihan might be enacted using a different qualitative methodology, in this case the narrative methodology. The focus of narrative research is shown to be on "what meaning is being made" rather than "what is happening here" (quadrant 2 rather than…

TEXT-BASED LEARNING (TBL TO ACTIVATE ADULT EFL LEARNERS IN LEARNING ENGLISH: A NARRATIVE INQUIRY

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Erna Iftanti

2017-06-01

Full Text Available In response to the fact that college students complain on their unsuccessful story of their EFL learning experience such as the limited number of vocabulary, English Grammar confusion, low competence of English language skills, this article explores an alternative effective way of helping them to improve their English through Text-Based Learning (TBL model. This article is then intended to narrate the implementation of TBL to teach English for college students of non English Department of Post Graduate Program of State Islamic Institute of Tulungagung, Indonesia. The result of implementing this teaching model proves to be able to not only stimulate joyful learning atmosphere but to attract the students’ active participation during the EFL instructional process as well. This further brings about their better practical understanding on English language skills as their expectation. Therefore, for English lecturers, this model is pedagogically good to be implemented in their English instructional practices.

Framing Effects in Narrative and Non-Narrative Risk Messages.

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Steinhardt, Joseph; Shapiro, Michael A

2015-08-01

Narrative messages are increasingly popular in health and risk campaigns, yet gain/loss framing effects have never been tested with such messages. Three experiments examined framing in narrative messages. Experiment 1 found that only the character's decision, not framing, influenced judgments about characters in a narrative derived from a prospect theory context. Experiment 2 found that a framing effect that occurred when presented in a decision format did not occur when the same situation was presented as a narrative. Using a different story/decision context, Experiment 3 found no significant difference in preference for surgery over radiation therapy in a narrative presentation compared to a non-narrative presentation. The results suggest that health and risk campaigns cannot assume that framing effects will be the same in narrative messages and non-narrative messages. Potential reasons for these differences and suggestions for future research are discussed. © 2015 Society for Risk Analysis.

Developing model-making and model-breaking skills using direct measurement video-based activities

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Vonk, Matthew; Bohacek, Peter; Militello, Cheryl; Iverson, Ellen

2017-12-01

This study focuses on student development of two important laboratory skills in the context of introductory college-level physics. The first skill, which we call model making, is the ability to analyze a phenomenon in a way that produces a quantitative multimodal model. The second skill, which we call model breaking, is the ability to critically evaluate if the behavior of a system is consistent with a given model. This study involved 116 introductory physics students in four different sections, each taught by a different instructor. All of the students within a given class section participated in the same instruction (including labs) with the exception of five activities performed throughout the semester. For those five activities, each class section was split into two groups; one group was scaffolded to focus on model-making skills and the other was scaffolded to focus on model-breaking skills. Both conditions involved direct measurement videos. In some cases, students could vary important experimental parameters within the video like mass, frequency, and tension. Data collected at the end of the semester indicate that students in the model-making treatment group significantly outperformed the other group on the model-making skill despite the fact that both groups shared a common physical lab experience. Likewise, the model-breaking treatment group significantly outperformed the other group on the model-breaking skill. This is important because it shows that direct measurement video-based instruction can help students acquire science-process skills, which are critical for scientists, and which are a key part of current science education approaches such as the Next Generation Science Standards and the Advanced Placement Physics 1 course.

Tell Me Your Story: A Pilot Narrative Medicine Curriculum During the Medicine Clerkship.

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Chretien, Katherine C; Swenson, Rebecca; Yoon, Bona; Julian, Ricklie; Keenan, Jonathan; Croffoot, James; Kheirbek, Raya

2015-07-01

Narrative medicine educational interventions may enhance patient-centered care, yet most educational interventions do not involve actual patient-provider interactions, nor do they assess narrative competence, a key skill for its practice. An experiential narrative medicine curriculum for medical students was developed and piloted. The purpose of the study was to develop narrative competence, practice attentive listening, and stimulate reflection. Participants were third-year medicine clerkship students. The curriculum involved 1) an introductory session, 2) a patient storytelling activity, and 3) a group reflection session. For the storytelling activity, students elicited illness narratives in storytelling form from patients, listened attentively, wrote their versions of the story, and then read them back to patients. Five student focus groups were conducted between July 2011 and March 2012 (n = 31; 66%) to explore students' experiences, student-patient dynamics, challenges, and what they learned. Patient interviews (n = 17) on their experience were conducted in January 2013. Thematic analysis of the audiotaped stories of ten patients and corresponding student-written stories helped gauge narrative competence. The curriculum was found to be feasible and acceptable to both patients and students. Some patients and students were profoundly moved. Ongoing focus groups resulted in continual process improvement. Students' stories showed attainment of narrative competence.

Narrativity and enaction: the social nature of literary narrative understanding.

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Popova, Yanna B

2014-01-01

This paper proposes an understanding of literary narrative as a form of social cognition and situates the study of such narratives in relation to the new comprehensive approach to human cognition, enaction. The particular form of enactive cognition that narrative understanding is proposed to depend on is that of participatory sense-making, as developed in the work of Di Paolo and De Jaegher. Currently there is no consensus as to what makes a good literary narrative, how it is understood, and why it plays such an irreplaceable role in human experience. The proposal thus identifies a gap in the existing research on narrative by describing narrative as a form of intersubjective process of sense-making between two agents, a teller and a reader. It argues that making sense of narrative literature is an interactional process of co-constructing a story-world with a narrator. Such an understanding of narrative makes a decisive break with both text-centered approaches that have dominated both structuralist and early cognitivist study of narrative, as well as pragmatic communicative ones that view narrative as a form of linguistic implicature. The interactive experience that narrative affords and necessitates at the same time, I argue, serves to highlight the active yet cooperative and communal nature of human sociality, expressed in the many forms than human beings interact in, including literary ones.

Narrativity and Enaction: The Social Nature of Literary Narrative Understanding

Directory of Open Access Journals (Sweden)

Yanna B. Popova

2014-08-01

Full Text Available This paper proposes an understanding of literary narrative as a form of social cognition and situates the study of such narratives in relation to the new comprehensive approach to human cognition, enaction. The particular form of enactive cognition that narrative understanding is proposed to depend on is that of participatory sense-making, as developed in the work of Di Paolo and De Jaegher. Currently there is no consensus as to what makes a good literary narrative, how it is understood, and why it plays such an irreplaceable role in human experience. The proposal thus identifies a gap in the existing research on narrative by describing narrative as a form of intersubjective process of sense-making between two agents, a teller and a reader. It argues that making sense of narrative literature is an interactional process of co-constructing a story-world with a narrator. Such an understanding of narrative makes a decisive break with both text-centered approaches that have dominated both structuralist and early cognitivist study of narrative, as well as pragmatic communicative ones that view narrative as a form of linguistic implicature. The interactive experience that narrative affords and necessitates at the same time, I argue, serves to highlight the active yet cooperative and communal nature of human sociality, expressed in the many forms than human beings interact in, including literary ones.

Standing up to the black cloud: case example of narrative therapy in the motor vehicle sector.

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Gibson, Michelle

2015-01-01

Using a case study, this article presents narrative therapy as an effective psychotherapy practice for work with victims of motor vehicle accidents. By troubling the standard cognitive behavioral approaches as deficit focused, narrative therapy is outlined as an approach that is focused on the skills and values present in the client's life; it is an approach that allows the client to take authorship over his or her concerns and enact change. This article is meant to be an example of narrative therapy's usefulness and open space for conversation about rehabilitation therapies that focus less on structure and more on strength.

Busting the myth of low motivation in low-skilled workers

DEFF Research Database (Denmark)

Mariager-Anderson, Kristina; Cort, Pia

2016-01-01

Should low-skilled workers continuously adapt to the needs of the labour market to ensure their own employability? The preoccupation with low-skilled people and their reluctance to be lifelong learners is apparent in surveys and research projects attempting to identify low-skilled workers’ barrie...... to learning: Are low-skilled workers unable to do what is right according to policies? Should they continuously adapt to the needs of the labour market and ensure their own employability? This policy narrative of ‘unmotivated’ low-skilled workers needs to be questioned....

Living Social: How to Use Social Narratives as a Behavior Intervention

Science.gov (United States)

Jones, Julie P.; Love, Sarah

2013-01-01

Peer-related social competencies can have a major impact on classroom success. While some students can learn these social competencies through observation and imitation of others, other students require intensive intervention in social skills to be able to interact appropriately with others. This article presents social narratives as a behavioral…

DIGITAL NARRATIVES IN FUTURE UKRAINIAN LANGUAGE AND LITERATURE TEACHERS TRAINING

Directory of Open Access Journals (Sweden)

Olena Semenoh

2017-04-01

Full Text Available In the article on the basis of analyzing theoretical sources and practical experience some scientists’ works are disclosed, which deal with using and designing digital narratives in future Ukrainian language and literature teachers’ training, to develop a personality’s information and digital competence. It is reported that the themes, which are focused on postgraduate students’ acquainting with digital technologies of studying linguistic subjects at university, in specialized classes in secondary school, and a new type of educational institutions, should be introduced into language and methodological training. The author emphasizes on the relevance and importance of using digital narratives for democratization and humanization, the inspiration of the educational process. Narratives (stories in literary works, letters, confessions, biographies, diaries, comments, portrait sketches, pedagogical aphorisms, scripts, summaries of lessons with notes in the margins and others, biographical and pedagogical narratives provide information about the events, situations, taking into account individual reflexed experience of outstanding teachers. If students have an opportunity to develop skills of making narratives, they will gradually get communicative competences and feeling of confidence in their own ability that are necessary in the life. The works by M. Leshchenko and L. Tymchuk that are devoted to studying biography narratives are overviewed. The author suggests her own works of studying biography narratives of outstanding personalities (O. Zakharenko, I. Ziaziun, N. Voloshyna, L. Matsko and others. Digital narrative is characterized as a dynamic means of sending information messages in which a word, an image and sound are expressed in a joint digital code; as multimedia project that combines text, a picture, audio and video files in a short video clip. It is spoken in detail that digital narratives that are used or made together with students

An analysis of narratives to identify critical thinking contexts in psychiatric clinical practice.

Science.gov (United States)

Mun, Mi Suk

2010-02-01

The development of students' critical thinking abilities is one of the greatest challenges facing contemporary nursing educators. Nursing educators should know about what kind of contents or situations need critical thinking. The research was undertaken to identify the critical thinking contexts that nursing students confront in psychiatric clinical practices. Students were asked to document their everyday experience. The narratives were analysed and interpreted from the philosophical notion of hermeneutics. Four themes emerged as critical thinking contexts: anxiety, conflict, hyper-awareness, dilemmas. Writing narratives appear to provide opportunities for reflection in addition to facilitating critical thinking and communicative skills in students. Also, for the instructor, students' clinical narratives could provide insight to understand how students are thinking and to share student's personal difficulties.

The Cinematic Narrator: The Logic and Pragmatics of Impersonal Narration.

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Burgoyne, Robert

1990-01-01

Describes "impersonal narration," an approach that defends the concept of the cinematic narrator as a logical and pragmatic necessity. Compares this approach with existing theories of the cinematic narrator, addressing disagreements in the field of film narrative theory. (MM)

The emotional impact of loss narratives: event severity and narrative perspectives.

Science.gov (United States)

Habermas, Tilmann; Diel, Verena

2010-06-01

Out of the complex influences of event, narrative and listener characteristics on narrative emotions, this paper focuses on event severity, narrative perspectives, mood, and dispositions for emotion regulation and empathy. Event severity and perspective representation were systematically varied in sad autobiographical narratives to study their influence on quantity and quality of readers' emotional response. Each of three stories were manipulated to contain elaborated perspectives, only the past protagonists' perspective (dramatic narration), and very little perspectives at all (impersonal narration). We predicted that event severity influences the quantity of emotional response, while degree of perspective representation influences plausibility and whether emotional responses are sympathetic or interactional, that is, directed against the narrator. Hypotheses were confirmed except for plausibility, and perspective representation had an effect only on anger against and dislike of the narrator. In a second study, impersonal narration evoked anger at and negative evaluations of the narrator which were related to blaming the narrator for showing too little emotional involvement. The generalizability of findings across emotions and implications for sharing of emotions in everyday and clinical settings are discussed.

The Narrative Quality of Game Mechanics

DEFF Research Database (Denmark)

Larsen, Bjarke Alexander; Schoenau-Fog, Henrik

2016-01-01

This paper will introduce and discuss a new model for understanding the relation between narrative and games, by looking at the narrative quality of game mechanics. First, a review of the terms ”Narrative” and ”Game Mechanics” is made, and defined in this context, before a literature review, base...

From Stories to Scientific Models and Back: Narrative Framing in Modern Macroscopic Physics

Science.gov (United States)

Fuchs, Hans U.

2015-01-01

Narrative in science learning has become an important field of inquiry. Most applications of narrative are extrinsic to science--such as when they are used for creating affect and context. Where they are intrinsic, they are often limited to special cases and uses. To extend the reach of narrative in science, a hypothesis of narrative framing of…

The Cultural Nature of Valued Skills: A Qualitative Investigation of Postsecondary Science Education and the "Skills Gap" in Wisconsin. WCER Working Paper No. 2016-06

Science.gov (United States)

Benbow, Ross J.; Hora, Matthew T.

2016-01-01

The narrative of the "skills gap," or the notion that the United States economy suffers because employers are not able to find job applicants with workplace-ready skills (e.g., American Society for Training and Development 2012), has become an influential rallying cry in higher education funding circles in recent years. It is with these…

Facebook, Political Narrative, and Political Change: A Case Study of Palestinian Youth

OpenAIRE

Kenderes, Amanda

2012-01-01

In this dissertation I aim to advance political narrative theory by exploring the use of political narrative on Facebook and the possibility for Facebook to be used among Palestinian youth for political change. To examine the concepts of political narrative and political change, I developed a model for political change based on the changing political narratives which in part prompted the 2011 Egyptian revolution. The model, Political Narrative Perspectives (PNPs), identifies individual and re...

Modeling attacking of high skills volleyball players

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Vladimir Gamaliy

2014-12-01

Full Text Available Purpose: to determine the model indicators of technical and tactical actions in the attack highly skilled volleyball players. Material and Methods: the study used statistical data of major international competitions: Olympic Games – 2012 World Championships – 2010, World League – 2010–2014 European Championship – 2010–2014. A total of 130 analyzed games. Methods were used: analysis and generalization of scientific and methodological literature, analysis of competitive activity highly skilled volleyball players, teacher observation, modeling technical and tactical actions in attacking highly skilled volleyball players. Results: it was found that the largest volume application of technical and tactical actions in the attack belongs to the group tactics «supple movement», whose indicator is 21,3%. The smallest amount of application belongs to the group tactics «flight level» model whose indicators is 5,4%, the efficiency of 3,4%, respectively. It is found that the power service in the jump from model parameters used in 51,6% of cases, the planning targets – 21,7% and 4,4% planning to reduce. Attacks performed with the back line, on model parameters used in the amount of 20,8% efficiency –13,7%. Conclusions: we prove that the performance of technical and tactical actions in the attack can be used as model in the control system of training and competitive process highly skilled volleyball players

Narrative interviewing.

Science.gov (United States)

Anderson, Claire; Kirkpatrick, Susan

2016-06-01

Introduction Narrative interviews place the people being interviewed at the heart of a research study. They are a means of collecting people's own stories about their experiences of health and illness. Narrative interviews can help researchers to better understand people's experiences and behaviours. Narratives may come closer to representing the context and integrity of people's lives than more quantitative means of research. Methodology Researchers using narrative interview techniques do not set out with a fixed agenda, rather they tend to let the interviewee control the direction, content and pace of the interview. The paper describes the interview process and the suggested approach to analysis of narrative interviews, We draw on the example from a study that used series of narrative interviews about people's experiences of taking antidepressants. Limitations Some people may find it particularly challenging to tell their story to a researcher in this way rather than be asked a series of questions like in a television or radio interview. Narrative research like all qualitative research does not set out to be generalisable and may only involve a small set of interviews.

Talking About the Non-Literal: Internal States and Explanations in Child-Constructed Narratives

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Veneziano Edy

2017-10-01

Full Text Available Non-literal language most often permeates interesting and informative narratives. These are the non-perceptible, inferential aspects of a story, such as the explanation of events, the attribution of internal, particularly mental, states to the characters of the story, or the evaluation of events by the participants and/or the narrator. The main aim of this paper is to examine whether non-literal uses can be promoted in 7-year-old French-speaking children’s narratives through the use of a short conversational intervention (SCI which focuses the children’s attention on the causes of events. The results show that, after the SCI, the expression of non-literal aspects, even higher-order ones, may make their appearance or significantly increase in children’s stories. The reasons for the effectiveness of the SCI in the promotion of non-literal uses of language and narrative skills in general, as well as the importance of using the SCI as an evaluative instrument, are discussed.

Moving Picture, Lying Image: Unreliable Cinematic Narratives

OpenAIRE

Csönge Tamás

2015-01-01

By coining the term “unreliable narrator” Wayne Booth hypothesized another agent in his model besides the author, the implicit author, to explain the double coding of narratives where a distorted view of reality and the exposure of this distortion are presented simultaneously. The article deals with the applicability of the concept in visual narratives. Since unreliability is traditionally considered to be intertwined with first person narratives, it works through subjective mediators. Accord...

Teacher Narratives and Student Engagement: Testing Narrative Engagement Theory in Drug Prevention Education

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Miller-Day, Michelle; Hecht, Michael L.; Krieger, Janice L.; Pettigrew, Jonathan; Shin, YoungJu; Graham, John

2015-01-01

Testing narrative engagement theory, this study examines student engagement and teachers’ spontaneous narratives told in a narrative-based drug prevention curriculum. The study describes the extent to which teachers share their own narratives in a narrative-based curriculum, identifies dominant narrative elements, forms and functions, and assesses the relationships among teacher narratives, overall lesson narrative quality, and student engagement. One hundred videotaped lessons of the keepin’ it REAL drug prevention curriculum were coded and the results supported the claim that increased narrative quality of a prevention lesson would be associated with increased student engagement. The quality of narrativity, however, varied widely. Implications of these results for narrative-based prevention interventions and narrative pedagogy are discussed. PMID:26690668

Moving Picture, Lying Image: Unreliable Cinematic Narratives

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Csönge Tamás

2015-08-01

Full Text Available By coining the term “unreliable narrator” Wayne Booth hypothesized another agent in his model besides the author, the implicit author, to explain the double coding of narratives where a distorted view of reality and the exposure of this distortion are presented simultaneously. The article deals with the applicability of the concept in visual narratives. Since unreliability is traditionally considered to be intertwined with first person narratives, it works through subjective mediators. According to scholarly literature on the subject, the narrator has to be strongly characterized, or in other words, anthropomorphized. In the case of film, the main problem is that the narrator is either missing or the narration cannot be attributed entirely to them. There is a medial rupture where the apparatus mediates the story instead of a character’s oral or written discourse. The present paper focuses on some important but overlooked questions about the nature of cinematic storytelling through a re-examination of |the lying flashback in Alfred Hitchcock's Stage Fright. Can a character-narrator control the images the viewer sees? How can the filmic image still be unreliable without having an anthropomorphic narrator? How useful is the term focalization when we are dealing with embedded character-narratives in film?

A collaborative narrative inquiry: Two teacher educators learning about narrative inquiry

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Barkhuizen, Gary

2009-12-01

Full Text Available With its capacity to unharness the power of narrative to promote meaning-making of lived experience, narrative inquiry is developing as a credible approach to research in several areas in the field of language teaching (Johnson, 2006. This article tells the story of two narrative researchers working in language teacher education who engaged in a collaborative narrative inquiry as both participants and inquirers, in order to learn more about narrative inquiry. The ‘bounded’ nature of their inquiry design provided a feasible way for them to explore their focus of research (i.e. their learning about narrative inquiry, and led them, through an iterative and reflexive process of analysing their narrative data, to formulate what they believe are essential ingredients of principled narrative inquiry work. Four narrative inquiry variables became the scaffolding which enabled them to answer their research questions, and are offered here as a heuristic for teaching practitioners, whether they be teachers, teacher educators or researchers, to guide them in narrative inquiries into their own work.

Professional Supervision as Storied Experience: Narrative Analysis Findings for Australian-Based Registered Music Therapists.

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Kennelly, Jeanette D; Baker, Felicity A; Daveson, Barbara A

2017-03-01

Limited research exists to inform a music therapist's supervision story from their pre-professional training to their practice as a professional. Evidence is needed to understand the complex nature of supervision experiences and their impact on professional practice. This qualitative study explored the supervisory experiences of Australian-based Registered Music Therapists, according to the: 1) themes that characterize their experiences, 2) influences of the supervisor's professional background, 3) outcomes of supervision, and 4) roles of the employer, the professional music therapy association, and the university in supervision standards and practice. Seven professionals were interviewed for this study. Five stages of narrative analysis were used to create their supervision stories: a life course graph, narrative psychological analysis, component story framework and narrative analysis, analysis of narratives, and final integration of the seven narrative summaries. Findings revealed that supervision practice is influenced by a supervisee's personal and professional needs. A range of supervision models or approaches is recommended, including the access of supervisors from different professional backgrounds to support each stage of learning and development. A quality supervisory experience facilitates shifts in awareness and insight, which results in improved or increased skills, confidence, and accountability of practice. Participants' concern about stakeholders included a limited understanding of the role of the supervisor, a lack of clarity about accountability of supervisory practice, and minimal guidelines, which monitor professional competencies. The benefits of supervision in music therapy depend on the quality of the supervision provided, and clarity about the roles of those involved. Research and guidelines are recommended to target these areas. © the American Music Therapy Association 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

Narrative approaches

DEFF Research Database (Denmark)

Stelter, Reinhard

2012-01-01

Narrative coaching is representative of the new wave – or third generation – of coaching practice . The theory and practice of narrative coaching takes into account the social and cultural conditions of late modern society, and must be seen as intertwined with them. Some initial conceptualizations...... of narrative coaching were developed by David Drake (2006, 2007, 2008, 2009) in the USA and Australia, by Ho Law in the UK (Law, 2007a + b; Law & Stelter, 2009) and by Reinhard Stelter (2007, 2009, 2012, in preparation; Stelter & Law, 2010) in Denmark. In the following chapter the aim is to present coaching...... as a narrative-collaborative practice, an approach that is based on phenomenology, social constructionism and narrative theory. Seeing narrative coaching as a collaborative practice also leads to reflecting on the relationship between coach and coachee(s) in a new way, where both parts contribute to the dialogue...

Nye narrative gleder?

DEFF Research Database (Denmark)

Bondebjerg, Ib

2008-01-01

Anmeldelse af Anne Mangen: New Narrative Pleasures? A Cognitive-Phenomenological Study of the Experience of Reading Digital Narrative Fictions.......Anmeldelse af Anne Mangen: New Narrative Pleasures? A Cognitive-Phenomenological Study of the Experience of Reading Digital Narrative Fictions....

Narrative and embodiment

DEFF Research Database (Denmark)

Køster, Allan

2016-01-01

Recent work on the relation between narrative and selfhood has emphasized embodiment as an indispensable foundation for selfhood. This has occasioned an interesting debate on the relation between embodiment and narrative. In this paper, I attempt to mediate the range of conflicting intuitions......) strictly is or is not; rather, we need to see narrative as an attribute admitting of degrees. I suggest that the relation between narrative and embodiment should be seen along these lines, proposing three levels of the narrativity of embodied experiencing: 1) the unnarratable, 2) the narratable and 3...

A Narrative Model of Recovery | Kelland | South African Journal of ...

African Journals Online (AJOL)

In this paper I defend the suggestion that narratively understanding her experience of rape can help a survivor in her recovery from the harm that she has suffered. Susan Brison defends a similar suggestion, but, I argue, does not get all of the possible mileage out of narrative understanding because she does not explore ...

THE EFFECT OF INQUIRY TRAINING MODEL USE THE MEDIA PHET AGAINST SCIENCE PROCESS SKILLS AND LOGICAL THINKING SKILLS STUDENTS

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Fajrul Wahdi Ginting

2015-12-01

Full Text Available The Purpose of The study: science process skills and logical thinking ability of students who use inquiry learning model training using PhET media; science process skills and logical thinking ability of students who use conventional learning model; and the difference science process skills and logical thinking ability of students to use learning model Inquiry Training using PhET media and conventional learning models. This research is a quasi experimental. Sample selection is done by cluster random sampling are two classes of classes VIII-E and class VIII-B, where the class VIII-E is taught by inquiry training model using media PhET and VIII-B with conventional learning model. The instrument used consisted of tests science process skills such as essay tests and tests of the ability to think logically in the form of multiple-choice tests. The data were analyzed using t test. The results showed that physics science process skills use Inquiry Training models using PhET media is different and showed better results compared with conventional learning model, and logical thinking skills students use Inquiry Training model using PhET media is different and show better results compared with conventional learning, and there is a difference between the ability to think logically and science process skills of students who use Inquiry Training model using PhET media and conventional learning models.

Personal Narratives of African American Students with Learning Disabilities: Challenging "Privileged" Patterns?

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Celinska, Dorota

2018-01-01

Overrepresentation of African American students in special education has been related to the unfavorable academic outcomes and achievement gap for these students. In a search for a comprehensive account of the roots of these perpetuating concerns, narrative skills are of importance because of their relation to reading achievement and school…

Narrative Discourse in Adults with High-Functioning Autism or Asperger Syndrome

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Colle, Livia; Baron-Cohen, Simon; Wheelwright, Sally; van der Lely, Heather K. J.

2008-01-01

We report a study comparing the narrative abilities of 12 adults with high-functioning autism (HFA) or Asperger Syndrome (AS) versus 12 matched controls. The study focuses on the use of referential expressions (temporal expressions and anaphoric pronouns) during a story-telling task. The aim was to assess pragmatics skills in people with HFA/AS in…

Religious narrative

DEFF Research Database (Denmark)

Geertz, Armin W.

2013-01-01

Denne artikel er en introduktion til et temanummer i religionslærernes tidsskrift i USA. Den er et udtræk af mit kapitel "Religious Narrative, Cognition and Culture: Approaches and Definitions" udgivet i Religious Narrative, Cognition and Culture: Image and Word in the mind of Narrative, redigeret...

An Investigation of Narrative Ability in Boys with Autism and Fragile X Syndrome

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Hogan-Brown, Abigail L.; Losh, Molly; Martin, Gary E.; Mueffelmann, Deborah J.

2013-01-01

Whereas pragmatic language difficulties are characteristic of both autism and Fragile X syndrome, it is unclear whether such deficits are qualitatively similar or whether certain skills are differentially affected. This study compared narrative competence in boys with autism, Fragile X syndrome, Down syndrome, and typical development. Results…

Study on the Related Teaching of "Narrative Creation" and "Narrative Reading" : Making use of "the method of narrative" as a common element

OpenAIRE

Mitoh, Yasuhiro

2014-01-01

This study has explored the related teaching of "narrative creation" and "narrative reading". For this study, I hypothesized as follows. There is "the method of narrative" in "narrative creation" and "narrative reading" as a common element. By this related teaching that used "the method of narrative" as a common element, children’s ability of "narrative creation" and "narrative reading" will increase. As a result of this study, the following conclusions were obtained. Children surely make use...

Visual narrative structure.

Science.gov (United States)

Cohn, Neil

2013-04-01

Narratives are an integral part of human expression. In the graphic form, they range from cave paintings to Egyptian hieroglyphics, from the Bayeux Tapestry to modern day comic books (Kunzle, 1973; McCloud, 1993). Yet not much research has addressed the structure and comprehension of narrative images, for example, how do people create meaning out of sequential images? This piece helps fill the gap by presenting a theory of Narrative Grammar. We describe the basic narrative categories and their relationship to a canonical narrative arc, followed by a discussion of complex structures that extend beyond the canonical schema. This demands that the canonical arc be reconsidered as a generative schema whereby any narrative category can be expanded into a node in a tree structure. Narrative "pacing" is interpreted as a reflection of various patterns of this embedding: conjunction, left-branching trees, center-embedded constituencies, and others. Following this, diagnostic methods are proposed for testing narrative categories and constituency. Finally, we outline the applicability of this theory beyond sequential images, such as to film and verbal discourse, and compare this theory with previous approaches to narrative and discourse. Copyright © 2012 Cognitive Science Society, Inc.

The Enhancement of Narrative Writing Skills through the Use of Accordion Book for 1st Grade Students in Lesanpuro 1 Elementary School, Malang

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Ratna Trieka Agustina

2017-09-01

Full Text Available Based on the interviews with the 1 st -grade teachers at Lesanpuro 1 Elementary School, it is found that the students have difficulties in writing a narrative story. Due to the learning activity that is not concrete, students tend to have difficulty to produce ideas because the teachers seldom use the help of media and writing example. So, from this study, it is important to do an action by using the accordion book. In this case, teachers become the model of writing by using the accordion book as its media. This research outlines two cycles in the observation. The results from the first cycle revealed that the writing ability of students who are above average is increased by 31,33 % and 37,33 % for the average students, then, as for the students who are considered to be below average, their writing skills are increased by 29 %. Furthermore, the second cycle showed that the writing ability of students who are below average is increased by 41,67 %, average students by 35,67 %, and above average by 39,67 %. Thus, it is expected that the teachers could create an interesting and innovative media so that students will enjoy the learning activity.

"Response to Comments": Finding the Narrative in Narrative Research

Science.gov (United States)

Coulter, Cathy A.

2009-01-01

The author responds to comments by Barone (2009), Clandinin and Murphy (2009), and M. W. Smith (2009) on "The Construction Zone: Literary Elements in Narrative Research" (Coulter & M. L. Smith, 2009). She clarifies issues regarding point of view, authorial surplus, narrative coherence, and the relational qualities of narrative research. She…

Narratives of psychiatric malingering in works of fiction.

Science.gov (United States)

Kuperman, V

2006-12-01

This paper argues that the representation of psychiatric malingering in literary and cinematographic narratives informs societal stereotypes, and thus influences the clinical phenomenology of malingering. The study aims to identify sociocultural models of malingering in contemporary Western society based on the narrative analysis of about 60 fictional and non-fiction texts. Two behavioural patterns derived from the Foucauldian categories folly and madness are recognisable in naïve conceptualisations of fake insanity. Fabricated significations of deviation originate in grand societal narratives rather than in medical discourse, and construct characters such as animal like underdeveloped simpletons or detached, irrational, violent madmen. Each pattern stems from its own archaic conceptual basis and dictates a distinct framework for strategies of malingering. The semiotic structure of artistic narratives of malingering is discussed in comparison with the symptomatology of existing psychiatric models.

Discovery and Change: How Children Redraft Their Narrative Writing.

Science.gov (United States)

Booley, Heather A.

1984-01-01

Fourteen year olds were introduced to a process model for writing and revising fictional narratives. Drafts were analyzed for evidence that they actively worked on cognitive, stylistic, and affective aspects of their narratives. Eighteen of 32 pupils made extensive or significant changes influenced by the process model. (SK)

Emohawk: Searching for a "Good" Emergent Narrative

Science.gov (United States)

Brom, Cyril; Bída, Michal; Gemrot, Jakub; Kadlec, Rudolf; Plch, Tomáš

We report on the progress we have achieved in development of Emohawk, a 3D virtual reality application with an emergent narrative for teaching high-school students and undergraduates the basics of virtual characters control, emotion modelling, and narrative generation. Besides, we present a new methodology, used in Emohawk, for purposeful authoring of emergent narratives of Façade's complexity. The methodology is based on massive automatic search for stories that are appealing to the audience whilst forbidding the unappealing ones during the design phase.

"Best practice" for patient-centered communication: a narrative review.

Science.gov (United States)

King, Ann; Hoppe, Ruth B

2013-09-01

Communicating with patients has long been identified as an important physician competency. More recently, there is a growing consensus regarding the components that define physician-patient communication. There continues to be emphasis on both the need to teach and to assess the communication skills of physicians. This narrative review aims to summarize the work that has been conducted in physician-patient communication that supports the efficacy of good communications skills. This work may also help to define the physician-patient communication skills that need to be taught and assessed. A review of the literature shows it contains impressive evidence supporting positive associations between physician communication behaviors and positive patient outcomes, such as patient recall, patient understanding, and patient adherence to therapy. There is a consensus about what constitutes "best practice" for physician communication in medical encounters: (1) fostering the relationship, (2) gathering information, (3) providing information, (4) making decisions, (5) responding to emotions, and (6) enabling disease- and treatment-related behavior. Evidence supports the importance of communication skills as a dimension of physician competence. Effort to enhance teaching of communication skills to medical trainees likely will require significant changes in instruction at undergraduate and graduate levels, as well as changes in assessing the developing communication skills of physicians. An added critical dimension is faculty understanding of the importance of communication skills, and their commitment to helping trainees develop those skills.

Winning the Battle but Losing the War? Narrative and Counter-Narratives Strategy

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Christian Leuprecht

2010-11-01

Full Text Available Since 9/11, intelligence and security services have become particularly concerned about radical ideologies and have looked for ways on how to counter them. One of the strategies has been to develop a counter-narrative. Some authors, including those of this article, are concerned that, in the marketplace of ideas, the West is losing market-share.[1] Communication failures with the Muslim world were cited in a report by a U.S. Department of Defence Advisory Committee as early as 2004.[2] The puzzle this article explores is why, having recognized the problem early on, the data suggest that further ground has since been lost. We posit the problem as having to shift the discourse from one focusing on a single counter-narrative to one of tailoring communications to target specific audiences. The article traces methodological and empirical shortcomings that are at the root of the problem and builds on these findings to develop a model to strategize about counter-narratives.

The Neuroscience of Teaching Narratives: Facilitating Social and Emotional Development

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Lisa Whalen

2010-04-01

Full Text Available Humanities and the sciences have long been considered polar opposites that exist in separate realms of academia and require different cognitive skills. However, neuroscience has brought about renewed interest in what we can learn about the human brain by investigating links between disciplines. For example, studies related to English literature have revealed that the benefits of reading narratives (fiction and nonfiction stories extend far beyond language development and include increased competence in social and emotional functioning. By combining the results of an original dissertation study and a review of past and current research in education, psychology, linguistics, and neuroscience, this essay explores how reading narratives serves as practice for managing emotions and social interactions in everyday life. In fact, several studies suggest that reading narratives strengthens nearly every part of the brain because the brain is designed—or “wired”—to think and learn in terms of narratives, regardless of subject matter. This essay provides several types of support for the claim that reading narratives facilitates social and emotional development. Research discussed includes studies showing that reading narratives is not a solitary activity but “a surprisingly social process” (Krakovsky, 2006, p. 1 and is linked to increased ability to view people and events from multiple perspectives, increased empathy for others, and increased ability to interpret social cues (Atkins, 2000; Courtright, Mackey, & Packard, 2005; Davis, 1980; Greif & Hogan, 1973; Harrison, 2008; Mar, 2004; Mar, Oatley, Hirsh, dela Paz, & Peterson, 2006; Stanovich & West, 1989. Understanding how the brain processes narratives and relates them to real life functioning has important implications for many disciplines, such as psychology, in its attempt to understand and treat post-traumatic stress disorder. This essay, however, focuses on the implications for education

Efficiency of Motivation Development Models for Hygienic Skills

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Alexander V. Tscymbalystov

2017-09-01

Full Text Available The combined influence of a family and a state plays an important role in the development of an individual. This study is aimed at the model effectiveness evaluation concerning the development of oral hygiene skills among children living in families (n = 218 and being under the care of a state (n = 229. The groups were created among the children who took part in the study: the preschoolers of 5-7 years, schoolchildren of 8-11 years and adolescents of 12-15 years. During the initial examination, the hygienic status of the oral cavity before and after tooth brushing was evaluated. After that, subgroups were formed in each age group according to three models of hygienic skills training: 1 computer presentation lesson; 2 one of the students acted as a demonstrator of the skill; 3 an individual training by a hygienist. During the next 48 hours children did not take hygienic measures. Then the children were invited for a control session to demonstrate the acquired skills of oral care and evaluate the effectiveness of a model developing the skills of individual oral hygiene. During the control examination, the hygienic status was determined before and after the tooth cleaning, which allowed to determine the regimes of hygienic measure performance for children with different social status and the effectiveness of hygiene training models.

Narrative means to manage responsibility in life narratives across adolescence.

Science.gov (United States)

De Silveira, Cybèle; Habermas, Tilmann

2011-01-01

Adolescence is a passage from dependence to adult responsibility. Alongside identity development, social-cognitive development, and the ability to construct a life story, adolescents become increasingly aware of both their potential responsibility in an expanded sphere of life and of complex, contextual influences on their lives. This was partially tested in a cross-sectional study, both in terms of linguistic means and content expressed in life narratives. Indicators were defined for narrative agency, grading of responsibility, serendipity, and turning points, and tested for age differences in relative frequencies in 102 life narratives from age groups of 8, 12, 16, and 20 years, balanced for gender. Narrative grading of responsibility, serendipity, and turning points increased throughout adolescence. The relative frequency of narrative agency, in contrast, remained constant across age groups. Results are interpreted in the context of adolescent development of narrative identity.

Narrative udvidelser

DEFF Research Database (Denmark)

Skøtt, Bo

2015-01-01

Dette pilotstudies ambition er at undersøge, hvordan og hvorfor narrative elementer lejlighedsvist aktiveres af aktører i deres kontakt med bibliotekarer i folkebiblioteker. Ved hjælp af en kulturanalytisk tilgang studeres forskellige aktørers narrative udvidelser af referenceinterviewet. Teoretisk....... Pilotstudiet bekræfter de 2 indledende antagelser: 1) at nogle aktører anvender narrative udvidelser, fordi de vælger at betone den mellemmenneskelige relation mellem aktør og bibliotekar, som om det var enhver anden social relation og derved ignorerer andre, mere repræsentative dele af bibliotekarernes...... funktioner. Og 2) at nogle aktører anvender narrative udvidelser i bestræbelserne på at legitimere egne sociale positioner og identitetsdannelse gennem kritisk refleksion over bibliotekarernes og folkebibliotekets institutionelle position og magt. Gennem den narrative udvidelse formår disse aktører...

An ontology model for nursing narratives with natural language generation technology.

Science.gov (United States)

Min, Yul Ha; Park, Hyeoun-Ae; Jeon, Eunjoo; Lee, Joo Yun; Jo, Soo Jung

2013-01-01

The purpose of this study was to develop an ontology model to generate nursing narratives as natural as human language from the entity-attribute-value triplets of a detailed clinical model using natural language generation technology. The model was based on the types of information and documentation time of the information along the nursing process. The typesof information are data characterizing the patient status, inferences made by the nurse from the patient data, and nursing actions selected by the nurse to change the patient status. This information was linked to the nursing process based on the time of documentation. We describe a case study illustrating the application of this model in an acute-care setting. The proposed model provides a strategy for designing an electronic nursing record system.

Narrative Skills and Genre Knowledge: Ways of Telling in the Primary School Grades.

Science.gov (United States)

Hicks, Deborah

1990-01-01

Primary school children, after viewing a silent film, were asked to narrate a segment of the film and recount its events both as a news story and as an embellished story. The results indicate that primary school children have only nascent ability to apply genre knowledge to school language tasks. (55 references) (Author/JL)

How Do Trading Firms Upgrade Skills and Technology: A Theoretical Model

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Mojca Lindic

2015-12-01

Full Text Available This paper studies the mechanisms of skill upgrading in trading firms by developing a theoretical model that relates the individual’s incentives for acquiring higher skills to the profit-maximizing behaviour of trading firms. The model shows that only the high ability individuals have incentives for acquiring higher skills, as long as they are compensated with higher wages after entering employment. Furthermore, high-productive firms have incentives for investing in higher technology, to employ high-skilled labour, and to engage in international trade. The decisions for technology dress-up and skill upgrading coincide with firm’s decisions to start importing and exporting as the latter requires higher technology and high-skilled labour. Contributions of the paper are twofold: gaining new insights by combining fragments of models on individual’s and firm’s behaviours, and broadening the content of the Melitz (2003 model by introducing importers and controlling for skilled and unskilled labour.

The Role of Language Skill in Child Psychopathology: Implications for Intervention in the Early Years.

Science.gov (United States)

Salmon, Karen; O'Kearney, Richard; Reese, Elaine; Fortune, Clare-Ann

2016-12-01

In this narrative review, we suggest that children's language skill should be targeted in clinical interventions for children with emotional and behavioral difficulties in the preschool years. We propose that language skill predicts childhood emotional and behavioral problems and this relationship may be mediated by children's self-regulation and emotion understanding skills. In the first sections, we review recent high-quality longitudinal studies which together demonstrate that that children's early language skill predicts: (1) emotional and behavioral problems, and this relationship is stronger than the reverse pattern; (2) self-regulation skill; this pattern may be stronger than the reverse pattern but moderated by child age. Findings also suggest that self-regulation skill mediates the relation between early language skill and children's emotional and behavioral problems. There is insufficient evidence regarding the mediating role of emotion understanding. In subsequent sections, we review evidence demonstrating that: (1) particular kinds of developmentally targeted parent-child conversations play a vital role in the development of language skill, and (2) some current clinical interventions, directly or indirectly, have a beneficial impact on children's vocabulary and narrative skills, but most approaches are ad hoc. Targeting language via parent-child conversation has the potential to improve the outcomes of current clinical interventions in the preschool years.

Communication skills training: describing a new conceptual model.

Science.gov (United States)

Brown, Richard F; Bylund, Carma L

2008-01-01

Current research in communication in physician-patient consultations is multidisciplinary and multimethodological. As this research has progressed, a considerable body of evidence on the best practices in physician-patient communication has been amassed. This evidence provides a foundation for communication skills training (CST) at all levels of medical education. Although the CST literature has demonstrated that communication skills can be taught, one critique of this literature is that it is not always clear which skills are being taught and whether those skills are matched with those being assessed. The Memorial Sloan-Kettering Cancer Center Comskil Model for CST seeks to answer those critiques by explicitly defining the important components of a consultation, based on Goals, Plans, and Actions theories and sociolinguistic theory. Sequenced guidelines as a mechanism for teaching about particular communication challenges are adapted from these other methods. The authors propose that consultation communication can be guided by an overarching goal, which is achieved through the use of a set of predetermined strategies. Strategies are common in CST; however, strategies often contain embedded communication skills. These skills can exist across strategies, and the Comskil Model seeks to make them explicit in these contexts. Separate from the skills are process tasks and cognitive appraisals that need to be addressed in teaching. The authors also describe how assessment practices foster concordance between skills taught and those assessed through careful coding of trainees' communication encounters and direct feedback.

‘Leave Your Ego at the Door’: A Narrative Investigation into Effective Wingsuit Flying

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Cedric Arijs

2017-11-01

Full Text Available In recent years there has been a rapid growth in interest in extreme sports. For the most part research has focused on understanding motivations for participation in extreme sports and very little research has attempted to investigate the psychological structure of effective performance. Those few studies that have attempted to explore this issue have tested models designed for traditional sport on adventure sports. However, extreme sports are not the same as adventure sports or traditional sports. This study employed a narrative approach to investigate experiences of effective performance in the extreme sport of proximity wingsuit flying. An overarching theme we labeled ‘leave your ego at the door,’ emerged based on four sub-themes: (1 know thy self, (2 know thy skills, (3 know the environment now, and (4 tame the ‘inner animal.’ These themes are presented and discussed in relation to performance and discovery narratives identified within elite sport, thereby shedding light on how participants’ experiences of the extreme sport of proximity wingsuit flying differ from dominant stories within traditional sports.

Procedural Skills Education – Colonoscopy as a Model

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Maitreyi Raman

2008-01-01

Full Text Available Traditionally, surgical and procedural apprenticeship has been an assumed activity of students, without a formal educational context. With increasing barriers to patient and operating room access such as shorter work week hours for residents, and operating room and endoscopy time at a premium, alternate strategies to maximizing procedural skill development are being considered. Recently, the traditional surgical apprenticeship model has been challenged, with greater emphasis on the need for surgical and procedural skills training to be more transparent and for alternatives to patient-based training to be considered. Colonoscopy performance is a complex psychomotor skill requiring practioners to integrate multiple sensory inputs, and involves higher cortical centres for optimal performance. Colonoscopy skills involve mastery in the cognitive, technical and process domains. In the present review, we propose a model for teaching colonoscopy to the novice trainee based on educational theory.

Narrative teorier

DEFF Research Database (Denmark)

Bank, Mads

2014-01-01

kapitlet omhandler Narrative psykologiske teorier i et personlighedspsykologisk og socio-kulturelt perspektiv.......kapitlet omhandler Narrative psykologiske teorier i et personlighedspsykologisk og socio-kulturelt perspektiv....

Formulate, Formalize and Run! How Narrative Theories shape and are shaped by Interactive Digital Narrative

OpenAIRE

Szilas, Nicolas

2016-01-01

What are the links between narrative theories and computing? Narrative works are countless in the digital world: narrative hypertext and hypermedia, interactive fiction, video games, blogs, location-based narrative, etc. They not only form new analytical objects for narrative theories, but also may extend existing narrative theories. One specific type of digital narratives, AI-based Interactive Digital Narrative (IDN), plays a special role in this landscape because it makes use of narrative t...

Why might you use narrative methodology? A story about narrative

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Lynn McAlpine

2016-04-01

Full Text Available Narrative is one of many qualitative methodologies that can be brought to bear in collecting and analysing data and reporting results, though it is not as frequently used as say in case studies. This article provides a window into its use, from the perspective of a researcher who has used it consistently over the past decade to examine early career researcher experience – doctoral students, and those who have completed their degrees and are advancing their careers. This experience has contributed to a robust understanding of the potential of narrative, as well as its limitations. This paper first lays out the broad landscape of narrative research and then makes transparent the thinking, processes and procedures involved in the ten-year narrative study including the potential for creativity that narrative invites. The goal is to engage other researchers to consider exploring the use of narrative – if it aligns with their epistemological stance.

Losing the Plot: Narrative, Counter-Narrative and Violent Extremism

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Andrew Glazzard

2017-05-01

Full Text Available Counter-terrorist practitioners and policy makers appear to be very interested in narrative. They often describe the worldview of violent Islamist groups and movements as the ‘jihadi narrative’, while their efforts to confront terrorist propaganda are usually labelled as ‘counter-narrative’ or ‘alternative narrative’. However, while the counter-narrative approach has gained widespread acceptance in governments, think-tanks and civil society organisations, it is built on very shaky theoretical and empirical foundations. Some valuable theoretical contributions to the study of violent extremist narrative have been made by psychologists in particular, but there is one discipline which is conspicuous by its absence from the field: literary studies. This paper makes a case for the value of studying violent extremist narratives as narratives in the literary sense. By employing the tools and techniques of literary criticism, violent extremist communication can be revealed as not only potentially persuasive, but also creative and aesthetically appealing: terrorists inspire their followers, they don’t merely persuade them. Understanding the creative sources of this inspiration is vital if counter-narrative is to succeed in presenting an alternative to the propaganda of violent extremist groups.

Effect of Instruction in Story Grammar on the Narrative Writing of EFL Students.

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El-Koumy, Abdel Salam A.

A study investigated the effects of explicit versus implicit instruction in story grammar on the narrative writing skills of English-as-a-Foreign-Language (EFL) students at the university level. Subjects were 83 freshmen enrolled in English at the Faculty of Education at Suez Canal University (Egypt). The subjects were randomly assigned to…

'I will never ever go back': patients' written narratives of health care communication.

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Denniston, Charlotte; Molloy, Elizabeth; Rees, Charlotte E

2018-07-01

Although communication with patients is essential to health care, education designed to develop patient-centred communication often ignores patients' voices. Patient stories may offer a means to explore patient experiences to inform patient-centred communication skills education design. Our research questions were: (i) What are the features of patients' health care communication narratives? (ii) What differences exist between patient narratives evaluated as positive and those evaluated as negative? (iii) How do patients narrate emotion in their narratives? This interpretivist research was underpinned by social constructionism. We employed a narrative approach to design an online questionnaire that was advertised to patients in the community. Analysis of the stories that were generated involved analysis of what was written (i.e. framework analysis) and of how it was written (i.e. attending to linguistic features). Participants shared 180 written narratives about previous health care professional (HCP) communication interactions. Narratives commonly included those of female patients seeking help for musculoskeletal or psychological concerns, which most frequently had occurred within the previous 6 months with male general practitioners in community settings. Framework analysis revealed four key themes: (i) patient actions during consultations; (ii) patient actions afterwards; (iii) lasting legacy, and (iv) interpersonal factors. Patients in narratives evaluated as positive actively engaged during and after interactions, had ongoing positive relationships with HCPs and felt valued in these relationships. Patients in narratives evaluated as negative were either passive or active during the interaction, but mostly failed to return to the HCP and felt devalued in their interaction. Further analysis of the linguistic features of select narratives revealed rich constructions of positive and negative emotions emphasising the lasting legacies of these interactions. Analysis

Teaching thoughtful practice: narrative pedagogy in addictions education.

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Vandermause, Roxanne K; Townsend, Ryan P

2010-07-01

Preparing practitioners for this rapidly changing and demanding health care environment is challenging. A surge in knowledge development and scientific advancement has placed a priority on technical skill and a focus on content driven educational processes that prepare students for evidence-based practice. However, the most difficult health care scenarios require thinking-in-action and thoughtfulness as well as didactic knowledge. It is our contention that interpretive educational methods, like narrative pedagogy, will promote judgment-based practice that includes use of evidence and delivery of thoughtful care. In this article, we describe and interpret a narrative approach to addictions content and teaching thoughtful practice. We present our pedagogical process, including observations and field notes, to show how interpretive pedagogies can be introduced into nursing curricula. By presenting this process, the reader is invited to consider interpretive methods as a way to inspire and habituate thoughtful practice and judgment-based care. Copyright 2009 Elsevier Ltd. All rights reserved.

A narrative method for consciousness research

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José-Luis eDíaz

2013-11-01

Full Text Available Some types of first person narrations of mental processes that constitute phenomenological parliaments and texts, such as internal monologue statements, epitomize the best expressions and representations of human consciousness available and therefore may be used to model phenomenological streams of consciousness. The type of autonomous monologue in which an author or narrator declares actual mental processes in a think aloud manner seems particularly suitable for modeling streams of consciousness. A narrative method to extract and depict conscious processes, operations, contents, and states from an acceptable phenomenological text would require three subsequent steps: operational criteria for producing and/or selecting a phenomenological text, a system for detecting text items that are indicative of conscious contents and processes, and a procedure for representing such items in formal dynamic system devices such as Petri nets. The requirements and restrictions of each of these steps are presented, analyzed, and applied to phenomenological texts in the following manner: (1 The relevance of introspective language and narrative analyses to consciousness research and the idea that specific narratives are of paramount interest for such investigation is justified; (2 Some of the obstacles and constraints to attain plausible consciousness inferences from narrative texts and the methodological requirements to extract and depict items relevant to consciousness contents and operations from a suitable phenomenological text are examined; (3 A preliminary exercise of the proposed method is used to analyze and chart a classical interior monologue excerpted from James Joyce’s Ulysses, a masterpiece of the stream-of-consciousness literary technique and, finally, an inter-subjective evaluation for inter-observer agreement of mental attributions of another phenomenological text (an excerpt from the Intimate Journal of Miguel de Unamuno is presented using some

A narrative method for consciousness research.

Science.gov (United States)

Díaz, José-Luis

2013-01-01

Some types of first-person narrations of mental processes that constitute phenomenological accounts and texts, such as internal monolog statements, epitomize the best expressions and representations of human consciousness available and therefore may be used to model phenomenological streams of consciousness. The type of autonomous monolog in which an author or narrator declares actual mental processes in a think aloud manner seems particularly suitable for modeling streams of consciousness. A narrative method to extract and depict conscious processes, operations, contents, and states from an acceptable phenomenological text would require three subsequent steps: operational criteria for producing and/or selecting a phenomenological text, a system for detecting text items that are indicative of conscious contents and processes, and a procedure for representing such items in formal dynamic system devices such as Petri nets. The requirements and restrictions of each of these steps are presented, analyzed, and applied to phenomenological texts in the following manner: (1) the relevance of introspective language and narrative analyses to consciousness research and the idea that specific narratives are of paramount interest for such investigation is justified; (2) some of the obstacles and constraints to attain plausible consciousness inferences from narrative texts and the methodological requirements to extract and depict items relevant to consciousness contents and operations from a suitable phenomenological text are examined; (3) a preliminary exercise of the proposed method is used to analyze and chart a classical interior monolog excerpted from James Joyce's Ulysses, a masterpiece of the stream-of-consciousness literary technique and, finally, (4) an inter-subjective evaluation for inter-observer agreement of mental attributions of another phenomenological text (an excerpt from the Intimate Journal of Miguel de Unamuno) is presented using some mathematical tools.

A narrative method for consciousness research

Science.gov (United States)

Díaz, José-Luis

2013-01-01

Some types of first-person narrations of mental processes that constitute phenomenological accounts and texts, such as internal monolog statements, epitomize the best expressions and representations of human consciousness available and therefore may be used to model phenomenological streams of consciousness. The type of autonomous monolog in which an author or narrator declares actual mental processes in a think aloud manner seems particularly suitable for modeling streams of consciousness. A narrative method to extract and depict conscious processes, operations, contents, and states from an acceptable phenomenological text would require three subsequent steps: operational criteria for producing and/or selecting a phenomenological text, a system for detecting text items that are indicative of conscious contents and processes, and a procedure for representing such items in formal dynamic system devices such as Petri nets. The requirements and restrictions of each of these steps are presented, analyzed, and applied to phenomenological texts in the following manner: (1) the relevance of introspective language and narrative analyses to consciousness research and the idea that specific narratives are of paramount interest for such investigation is justified; (2) some of the obstacles and constraints to attain plausible consciousness inferences from narrative texts and the methodological requirements to extract and depict items relevant to consciousness contents and operations from a suitable phenomenological text are examined; (3) a preliminary exercise of the proposed method is used to analyze and chart a classical interior monolog excerpted from James Joyce’s Ulysses, a masterpiece of the stream-of-consciousness literary technique and, finally, (4) an inter-subjective evaluation for inter-observer agreement of mental attributions of another phenomenological text (an excerpt from the Intimate Journal of Miguel de Unamuno) is presented using some mathematical tools

Once upon a tale. On the foundational role of narrative in constructing linguistic and social experience

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Eleonora Massa

2014-06-01

Full Text Available This paper illustrates the importance of narrativity as a cognitive and linguistic procedure, and the role of storytelling as a social practice. After examining the structural analogy between the “story frame” and our ways of organizing, representing and understanding the world, it argues for the crucial contribution narrativity gives to our experience of being human. It then analyzes the role played by natural languages as the main semiotic system through which this narrative modality is expressed, and retraces the paths along which meanings emerge as the result of recursive linguistic practices in a shared environment. Being narratively and socially constructed, we will further point out, words and meanings only make sense within a relational frame, and the practice of storytelling itself becomes a privileged way to share them in a certain – necessarily local – cultural context. Both as a received competence and an interactional skill storytelling, we will conclude, has a strongly pragmatic dimension, whose exploration will finally lead us to the concept of “narrative community”.

At the Membranes of Care: Stories in Narrative Medicine

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Charon, Rita

2012-01-01

Recognizing clinical medicine as a narrative undertaking fortified by learnable skills in understanding stories has helped doctors and teachers to face otherwise vexing problems in medical practice and education in the areas of professionalism, medical interviewing, reflective practice, patient-centered care, and self-awareness. The emerging practices of narrative medicine give clinicians fresh methods with which to make contact with patients and to come to understand their points of view. This essay provides a brief review of narrative theory regarding the structure of stories, suggesting that clinical texts contain and can reveal information in excess of their plots. Through close reading of the form and content of two clinical texts—an excerpt from a medical chart and a portion of an audio-taped interview with a medical student—and a reflection on a short section of a modernist novel, the author suggests ways to expand conventional medical routines of recognizing the meanings of patients' situations. The contributions of close reading and reflective writing to clinical practice may occur by increasing the capacities to perceive and then to represent the perceived, thereby making available to a writer that which otherwise might remain out of awareness. A clinical case is given to exemplify the consequences in practices of adopting the methods of narrative medicine. A metaphor of the activated cellular membrane is proposed as a figure for the effective clinician/patient contact. PMID:22373630

The role of non-technical skills in surgery.

Science.gov (United States)

Agha, Riaz A; Fowler, Alexander J; Sevdalis, Nick

2015-12-01

Non-technical skills are of increasing importance in surgery and surgical training. A traditional focus on technical skills acquisition and competence is no longer enough for the delivery of a modern, safe surgical practice. This review discusses the importance of non-technical skills and the values that underpin successful modern surgical practice. This narrative review used a number of sources including written and online, there was no specific search strategy of defined databases. Modern surgical practice requires; technical and non-technical skills, evidence-based practice, an emphasis on lifelong learning, monitoring of outcomes and a supportive institutional and health service framework. Finally these requirements need to be combined with a number of personal and professional values including integrity, professionalism and compassionate, patient-centred care.

The role of non-technical skills in surgery

Science.gov (United States)

Agha, Riaz A.; Fowler, Alexander J.; Sevdalis, Nick

2015-01-01

Non-technical skills are of increasing importance in surgery and surgical training. A traditional focus on technical skills acquisition and competence is no longer enough for the delivery of a modern, safe surgical practice. This review discusses the importance of non-technical skills and the values that underpin successful modern surgical practice. This narrative review used a number of sources including written and online, there was no specific search strategy of defined databases. Modern surgical practice requires; technical and non-technical skills, evidence-based practice, an emphasis on lifelong learning, monitoring of outcomes and a supportive institutional and health service framework. Finally these requirements need to be combined with a number of personal and professional values including integrity, professionalism and compassionate, patient-centred care. PMID:26904193

Narrative and Institutional Economics

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Vyacheslav V. Volchik

2017-12-01

Full Text Available This article addresses a range of questions associated with the occurrence of a new field of study – narrative economics, which is considered in the context of modern institutionalism. Pioneering works of R. Shiller, G. Akerlof and D. Snower spotlighted the importance of analyzing narratives and narrative influence when studying economic processes. In this paper, a qualitative study of narratives is seen through the prism of an answer to the question: «How do prescribed narratives influence institutions and change them? ». Narratives have much in common with institutions since very often, explicitly or implicitly, they contain value judgements about social interactions or normative aspects shaping behavioral patterns. The identification of dominating narratives enables us to understand better how institutions influence economic (social action. Repeated interactions among social actors are structured through understanding and learning the rules. Understanding of social rules comes from the language – we articulate and perceive the rules drawing on common narratives. Narratives and institutions are helpful when actors gain knowledge about various forms of social communication. Digital technologies, mass media and social networking sites facilitate the spread of narratives, values and beliefs; this process is characterized by increasing returns. Studying narratives and institutions is crucial for modern economic theory because it helps to improve qualitative and quantitative methods of analyzing empirical evidence and enables researchers to understand complex economic processes.

Connecting the Links: Narratives, Simulations and Serious Games in Prehospital Training.

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Heldal, Ilona; Backlund, Per; Johannesson, Mikael; Lebram, Mikael; Lundberg, Lars

2017-01-01

Due to rapid and substantial changes in the health sector, collaboration and supporting technologies get more into focus. Changes in education and training are also required. Simulations and serious games (SSG) are often advocated as promising technologies supporting training of many and in the same manner, or increasing the skills necessary to deal with new, dangerous, complex or unexpected situations. The aim of this paper is to illustrate and discuss resources needed for planning and performing collaborative contextual training scenarios. Based on a practical study involving prehospital nurses and different simulator technologies the often-recurring activity chains in prehospital training were trained. This paper exemplifies the benefit of using narratives and SSGs for contextual training contributing to higher user experiences. The benefits of using simulation technologies aligned by processes can be easier defined by narratives from practitioners. While processes help to define more efficient and effective training, narratives and SSGs are beneficial to design scenarios with clues for higher user experiences. By discussing illustrative examples, the paper contributes to better understanding of how to plan simulation-technology rich training scenarios.

The narrative approach to personalisation

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Conlan, Owen; Staikopoulos, Athanasios; Hampson, Cormac; Lawless, Séamus; O'keeffe, Ian

2013-06-01

This article describes the narrative approach to personalisation. This novel approach to the generation of personalised adaptive hypermedia experiences employs runtime reconciliation between a personalisation strategy and a number of contextual models (e.g. user and domain). The approach also advocates the late binding of suitable content and services to the generated personalised pathway resulting in an interactive composition that comprises services as well as content. This article provides a detailed definition of the narrative approach to personalisation and showcases the approach through the examination of two use-cases: the personalised digital educational games developed by the ELEKTRA and 80Days projects; and the personalised learning activities realised as part of the AMAS project. These use-cases highlight the general applicability of the narrative approach and how it has been applied to create a diverse range of real-world systems.

Comprehensible method to mental disorder through narrative : Howl's Moving Castle model

OpenAIRE

Takenouchi, Satomi; Aida, Yoko; Okamura, Taro

2007-01-01

The objective of this research is to compare similarities between a patient's story and a text, to promote common comprehension among generations in this modern society, to present a common model to overcome disorders and to introduce elements and methods to correspond. When we touch the life of people with mental disorder, it is effective to use narrative and to make it comprehensible so as to understand them from the same point of view. To do so, the method of using novels and movies reflec...

Following the Template: Transferring Modeling Skills to Nonstandard Problems

Science.gov (United States)

Tyumeneva, Yu. A.; Goncharova, M. V.

2017-01-01

This study seeks to analyze how students apply a mathematical modeling skill that was previously learned by solving standard word problems to the solution of word problems with nonstandard contexts. During the course of an experiment involving 106 freshmen, we assessed how well they were able to transfer the mathematical modeling skill that is…

The Gain-Loss Model: A Probabilistic Skill Multimap Model for Assessing Learning Processes

Science.gov (United States)

Robusto, Egidio; Stefanutti, Luca; Anselmi, Pasquale

2010-01-01

Within the theoretical framework of knowledge space theory, a probabilistic skill multimap model for assessing learning processes is proposed. The learning process of a student is modeled as a function of the student's knowledge and of an educational intervention on the attainment of specific skills required to solve problems in a knowledge…

Context-model-based instruction in teaching EFL writing: A narrative inquiry

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Zheng Lin

2016-12-01

Full Text Available This study aims to re-story the provision of the context-model-based instruction in teaching EFL writing, focusing especially on students’ development of the context model and learning to guide EFL writing with the context model. The research data have been collected from the audio recordings of the classroom instruction, the teacher-researcher’s memos, and the students’ reflections on their learning experience in the study. The findings that have resulted from this narrative inquiry show (1 the context-model-based instruction has helped students develop their context model; (2 students could learn to configure the four elements of the context model (i.e. “the purpose of communication, the subject matter, the relationship with the reader and the normal pattern of presentation”; and (3 students could learn to be mindful to proactively apply the context model in the process of EFL writing to manage the situated, dynamic and intercultural issues involved.

Feedforward self-modeling enhances skill acquisition in children learning trampoline skills.

Science.gov (United States)

Ste-Marie, Diane M; Vertes, Kelly; Rymal, Amanda M; Martini, Rose

2011-01-01

The purpose of this research was to examine whether children would benefit from a feedforward self-modeling (FSM) video and to explore possible explanatory mechanisms for the potential benefits, using a self-regulation framework. To this end, children were involved in learning two five-skill trampoline routines. For one of the routines, a FSM video was provided during acquisition, whereas only verbal instructions were provided for the alternate routine. The FSM involved editing video footage such that it showed the learner performing the trampoline routine at a higher skill level than their current capability. Analyses of the data showed that while physical performance benefits were observed for the routine that was learned with the FSM video, no differences were obtained in relation to the self-regulatory measures. Thus, the FSM video enhanced motor skill acquisition, but this could not be explained by changes to the varied self-regulatory processes examined.

Listeners as co-narrators.

Science.gov (United States)

Bavelas, J B; Coates, L; Johnson, T

2000-12-01

A collaborative theory of narrative story-telling was tested in two experiments that examined what listeners do and their effect on the narrator. In 63 unacquainted dyads (81 women and 45 men), a narrator told his or her own close-call story. The listeners made 2 different kinds of listener responses: Generic responses included nodding and vocalizations such as "mhm." Specific responses, such as wincing or exclaiming, were tightly connected to (and served to illustrate) what the narrator was saying at the moment. In experimental conditions that distracted listeners from the narrative content, listeners made fewer responses, especially specific ones, and the narrators also told their stories significantly less well, particularly at what should have been the dramatic ending. Thus, listeners were co-narrators both through their own specific responses, which helped illustrate the story, and in their apparent effect on the narrator's performance. The results demonstrate the importance of moment-by-moment collaboration in face-to-face dialogue.

Whose Hearts and Minds? Narratives and Counter-Narratives of Salafi Jihadism

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Dina Al Raffie

2012-09-01

Full Text Available Since the advent of the Global War on Terror, the world has witnessed the continuation of terrorist activity under the banner of Salafi Jihad. With military action proving insufficient to defeat the propagators of the ideology, attention has turned to the ideology itself. Understanding the narratives that constitute this ideology and the systems in place that help propagate it is crucial to defeating it. Analysis brings to light elements that arguably constitute a Jihadist master narrative as well as support structures that help perpetuate key underlying messages of this master narrative. Successful counter-narratives should focus on rolling back and containing Jihadist narratives whilst simultaneously highlighting the values and attitudes of democratic, free societies

A Narrative Evaluation of Mandarin-Speaking Children With Language Impairment.

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Hao, Ying; Sheng, Li; Zhang, Yiwen; Jiang, Fan; de Villiers, Jill; Lee, Wendy; Liu, Xueman Lucy

2018-02-15

We aimed to study narrative skills in Mandarin-speaking children with language impairment (LI) to compare with children with LI speaking Indo-European languages. Eighteen Mandarin-speaking children with LI (mean age 6;2 [years;months]) and 18 typically developing (TD) age controls told 3 stories elicited using the Mandarin Expressive Narrative Test (de Villiers & Liu, 2014). We compared macrostructure-evaluating descriptions of characters, settings, initiating events, internal responses,plans, actions, and consequences. We also studied general microstructure, including productivity, lexical diversity, syntactic complexity, and grammaticality. In addition, we compared the use of 6 fine-grained microstructure elements that evaluate particular Mandarin linguistic features. Children with LI exhibited weaknesses in 5 macrostructure elements, lexical diversity, syntactic complexity, and 3 Mandarin-specific, fine-grained microstructure elements. Children with LI and TD controls demonstrated comparable performance on 2 macrostructure elements, productivity, grammaticality, and the remaining 3 fine-grained microstructure features. Similarities and differences are noted in narrative profiles of children with LI who speak Mandarin versus those who speak Indo-European languages. The results are consistent with the view that profiles of linguistic deficits are shaped by the ambient language. Clinical implications are discussed.

Real life narratives enhance learning about the 'art and science' of midwifery practice.

Science.gov (United States)

Gilkison, Andrea; Giddings, Lynne; Smythe, Liz

2016-03-01

Health professional educators have long grappled with how to teach the more elusive art of practice alongside the science (a term that encompasses the sort of professional knowledge that can be directly passed on). A competent practitioner is one who knows when, how and for whom to apply knowledge and skills, thereby making the links between theory and practice. They combine art and science in such a way that integrates knowledge with insight. This participatory hermeneutic study explored the experience of teachers and students of implementing a narrative-centred curriculum in undergraduate midwifery education. It revealed that when real life narratives were central to the learning environment, students' learning about the art of midwifery practice was enhanced as they learned about midwifery decisions, reflected on their own values and beliefs and felt an emotional connection with the narrator. Further, art and science became melded together in the context specific wisdom of practice (phronesis).

MODEL AUTHENTIC SELF-ASSESSMENT DALAM PENGEMBANGAN EMPLOYABILITY SKILLS MAHASISWA PENDIDIKAN TINGGI VOKASI

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I Made Suarta

2015-06-01

______________________________________________________________ AUTHENTIC SELF-ASSESSMENT MODEL FOR DEVELOPING EMPLOYABILITY SKILLS STUDENT IN HIGHER VOCATIONAL EDUCATION Abstract The purpose of this research is to develop assessment tools to evaluate achievement of employability skills which are integrated in the learning database applications. The assessment model developed is a combination of self-assessment and authentic assessment, proposed as models of authentic self-assessment. The steps of developing authentic self-assessment models include: identifying the standards, selecting an authentic task, identifying the criteria for the task, and creating the rubric. The results of development assessment tools include: (1 problem solving skills assessment model, (2 self-management skills assessment model, and (3 competence database applications assessment model. This model can be used to assess the cognitive, affective, and psychomotor achievement. The results indicate: achievement of problem solving and self-management ability was in good category, and competencies in designing conceptual and logical database was in high category. This model also has met the basic principles of assessment, i.e.: validity, reliability, focused on competencies, comprehen-sive, objectivity, and the principle of educating. Keywords: authentic assessment, self-assessment, problem solving skills, self-management skills, vocational education

The Dreyfus model of clinical problem-solving skills acquisition: a critical perspective.

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Peña, Adolfo

2010-06-14

The Dreyfus model describes how individuals progress through various levels in their acquisition of skills and subsumes ideas with regard to how individuals learn. Such a model is being accepted almost without debate from physicians to explain the 'acquisition' of clinical skills. This paper reviews such a model, discusses several controversial points, clarifies what kind of knowledge the model is about, and examines its coherence in terms of problem-solving skills. Dreyfus' main idea that intuition is a major aspect of expertise is also discussed in some detail. Relevant scientific evidence from cognitive science, psychology, and neuroscience is reviewed to accomplish these aims. Although the Dreyfus model may partially explain the 'acquisition' of some skills, it is debatable if it can explain the acquisition of clinical skills. The complex nature of clinical problem-solving skills and the rich interplay between the implicit and explicit forms of knowledge must be taken into consideration when we want to explain 'acquisition' of clinical skills. The idea that experts work from intuition, not from reason, should be evaluated carefully.

Verbal Competence in Narrative Retelling in 5-Year-Olds with Unilateral Cleft Lip and Palate

Science.gov (United States)

Klintö, Kristina; Salameh, Eva-Kristina; Lohmander, Anette

2015-01-01

Background: Research regarding expressive language performance in children born with cleft palate is sparse. The relationship between articulation/phonology and expressive language skills also needs to be further explored. Aims: To investigate verbal competence in narrative retelling in 5-year-old children born with unilateral cleft lip and palate…

Changing Series: Narrative Models and the Role of the Viewer in Contemporary Television Seriality

Directory of Open Access Journals (Sweden)

Veronica Innocenti

2015-04-01

Full Text Available In the past few years television serial narratives have gone through some severe changes in the way they are organized from a narrative point of view, as well as in the way they are perceived by the audiences. Our article originates from the necessity of investigating the products of this new wave of serial production, with the purpose of focusing on narrative formulas and on the relationships that serial products establish with their users. Vast serialized narratives are not just texts anymore, they have become complex universes of meaning that last for long time and that have a strong influence on the audiences. The article aims to investigate serial narratives as usable objects, that are not just seen by the public, but that are part of a complex experience.

Unleashing Creativity in Linguistic Discourses through Advertising Skills

Science.gov (United States)

Suneetha, Y.

2015-01-01

Creative fluency is positively correlated with the quantity and quality of talk as well. The fluency gives an indication of the learner's ability to cope with real-time communication. This paper makes a correlative study on nurturing narrative tasks through advertising skills. English advertising exploits from the high adaptability of the English…

Narrative theory: II. Self-generated and experimenter-provided negative income shock narratives increase delay discounting.

Science.gov (United States)

Mellis, Alexandra M; Snider, Sarah E; Bickel, Warren K

2018-04-01

Reading experimenter-provided narratives of negative income shock has been previously demonstrated to increase impulsivity, as measured by discounting of delayed rewards. We hypothesized that writing these narratives would potentiate their effects of negative income shock on decision-making more than simply reading them. In the current study, 193 cigarette-smoking individuals from Amazon Mechanical Turk were assigned to either read an experimenter-provided narrative or self-generate a narrative describing either the negative income shock of job loss or a neutral condition of job transfer. Individuals then completed a task of delay discounting and measures of affective response to narratives, as well as rating various narrative qualities such as personal relevance and vividness. Consistent with past research, narratives of negative income shock increased delay discounting compared to control narratives. No significant differences existed in delay discounting after self-generating compared to reading experimenter-provided narratives. Positive affect was lower and negative affect was higher in response to narratives of job loss, but affect measures did not differ based on whether narratives were experimenter-provided or self-generated. All narratives were rated as equally realistic, but self-generated narratives (whether negative or neutral) were rated as more vivid and relevant than experimenter-provided narratives. These results indicate that the content of negative income shock narratives, regardless of source, consistently drives short-term choices. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Experiential learning model on entrepreneurship subject for improving students’ soft skills

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Lina Rifda Naufalin

2017-01-01

Full Text Available The objective of the research was to improve students’ soft skills on entrepreneurship subject by using experiential learning model. It was expected that the learning model could upgrade students’ soft skills which were indicated by the higher confidence, result and job oriented, being courageous to take risks, leadership, originality, and future-oriented. It was a class action research using Kemmis and Mc Tagart’s design model. The research was conducted for two cycles. The subject of the study was economics education students in 2015/2016.  The result of the research showed that the experiential learning model could improve students’ soft skills. The research showed that there were increases at the dimension of confidence, (52.1%, result-oriented (22.9%, being courageous to take risks (10.4%, leadership (12.5%, originality (10.4%, and future-oriented (18.8%. It could be concluded that the experiential learning model was effective to improve students’ soft skills on entrepreneurship subject. It also showed that the dimension of confidence had the highest rise. Students’ soft skills were shaped through the continuous stimulus when they got involved at the implementation.Penelitian ini bertujuan untuk meningkatkan soft skills mahasiswa dalam mata kuliah kewirausahaan dengan menggunakan model experietial learning. Diharapkan dengan model pembelajaran ini terjadi peningkatan soft skills mahasiswa yang ditandai dengan peningkatan rasa percaya diri, berorientasi tugas dan hasil, berani mengambil resiko, kepemimpinan, keorisinilan, dan berorientasi masa depan. Penelitian ini menggunakan metode penelitian tindakan kelas dengan menggunakan model desain menurut Kemmis dan Mc Tagart. Penelitian ini dilakukan dalam dua siklus, yaitu siklus I dan siklus II. Penelitian ini dilaksanakan di kelas pendidikan ekonomi angkatan 2015/2016. Hasil penelitian ini menunjukkan bahwa penggunaan model experiential learning dapat meningkatkan soft skills

Feedback for Simulation-Based Procedural Skills Training: A Meta-Analysis and Critical Narrative Synthesis

Science.gov (United States)

Hatala, Rose; Cook, David A.; Zendejas, Benjamin; Hamstra, Stanley J.; Brydges, Ryan

2014-01-01

Although feedback has been identified as a key instructional feature in simulation based medical education (SBME), we remain uncertain as to the magnitude of its effectiveness and the mechanisms by which it may be effective. We employed a meta-analysis and critical narrative synthesis to examine the effectiveness of feedback for SBME procedural…

Feedforward self-modeling enhances skill acquisition in children learning trampoline skills

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Diane M. Ste-Marie

2011-07-01

Full Text Available The purpose of this research was to examine whether children would benefit from a feedforward self-modeling (FSM video and to explore possible explanatory mechanisms for the potential benefits, using a self-regulation framework. To this end, children were involved in learning two five-skill trampoline routines. For one of the routines, a FSM video was provided during acquisition, whereas only verbal instructions were provided for the alternate routine. The FSM involved editing video footage such that it showed the learner performing the trampoline routine at a higher skill level than their current capability. Analyses of the data showed that while physical performance benefits were observed for the routine that was learned with the FSM video, no differences were obtained in relation to the self-regulatory measures. Thus, the FSM video enhanced motor skill acquisition, but this could not be explained by changes to the varied self-regulatory processes examined.

Narrative work? What on earth?

NARCIS (Netherlands)

J. Woudenberg; L. Bobbink; E. Geurts; M. Pelzer; H. Degen-Nijeboer

2013-01-01

This book is about narrative methods and narrative research. The word narrativity derives from the Latin word narrare, which means ‘to tell’. Narratives are present everywhere. They come in the form of fairy tales, drama, drawings, art, history, biography, myths and legends. Narratives can be found

Narrative Means to Preventative Ends: A Narrative Engagement Framework for Designing Prevention Interventions

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Miller-Day, Michelle; Hecht, Michael L.

2013-01-01

This paper describes a Narrative Engagement Framework (NEF) for guiding communication-based prevention efforts. This framework suggests that personal narratives have distinctive capabilities in prevention. The paper discusses the concept of narrative, links narrative to prevention, and discusses the central role of youth in developing narrative interventions. As illustration, the authors describe how the NEF is applied in the keepin’ it REAL adolescent drug prevention curriculum, pose theoretical directions, and offer suggestions for future work in prevention communication. PMID:23980613

Does narrative perspective influence readers’ perspective-taking? An empirical study on free indirect discourse, psycho-narration and first-person narration

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Susanna Salem

2017-06-01

Full Text Available It is often assumed that narrating a story from the protagonist’s perspective increases the readers’ inclination to take over this perspective. In a questionnaire study, we examined to which degree different textual modes of narration (a increase the degree to which the reader can generally relate to the protagonist (what we will call 'relatedness', (b make the reader prone to imagine the scene from the 'spatial point-of-view 'of the protagonist, and (c enhance the psychological perspective-taking of the reader, measured as 'identification 'with the protagonist. We employed two different types of texts—one literary and one non-literary—and tested them in four different modes of narration: free indirect discourse, psycho-narration, first-person narration and external focalization. In terms of the 'relatedness 'between the reader and protagonist and 'spatial perspective-taking 'the largest differences (descriptively occurred between external focalization and psycho-narration ('p'& .05 for 'relatedness', 'p'& .05 for 'spatial perspective-taking' and between external focalization and first-person narration ('p'& .05 for 'relatedness', for 'spatial perspective-taking p'& .1. 'Identification', measured with items from a questionnaire on reading experience (Appel et al. 2002, was highest for first-person narration. Here, the difference between first-person narration and external focalization turned out significant only after including dispositional empathy, thematic interest for the text and attention during reading as covariates. Results for the other two perspective-taking measures were unaffected by the inclusion of the same covariates. In conclusion, our data show that first-person and psycho-narration increased the tendency to take over the perspective of the protagonist, but FID did not.   This article is part of the special collection: Perspective Taking

The Evaluation of a Personal Narrative Language Intervention for School-Age Children with Down Syndrome

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Finestack, Lizbeth; O'Brien, Katy H.; Hyppa-Martin, Jolene; Lyrek, Kristen A.

2017-01-01

The purpose of this study was to evaluate the feasibility of an intervention focused on improving personal narrative skills of school-age children with Down syndrome (DS) using an approach involving visual supports. Four females with DS, ages 10 through 15 years, participated in this multiple baseline across participants single-subject…

The role of conviction and narrative in decision-making under radical uncertainty

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Tuckett, David; Nikolic, Milena

2017-01-01

We propose conviction narrative theory (CNT) to broaden decision-making theory in order to better understand and analyse how subjectively means–end rational actors cope in contexts in which the traditional assumptions in decision-making models fail to hold. Conviction narratives enable actors to draw on their beliefs, causal models, and rules of thumb to identify opportunities worth acting on, to simulate the future outcome of their actions, and to feel sufficiently convinced to act. The framework focuses on how narrative and emotion combine to allow actors to deliberate and to select actions that they think will produce the outcomes they desire. It specifies connections between particular emotions and deliberative thought, hypothesising that approach and avoidance emotions evoked during narrative simulation play a crucial role. Two mental states, Divided and Integrated, in which narratives can be formed or updated, are introduced and used to explain some familiar problems that traditional models cannot. PMID:28804217

The role of conviction and narrative in decision-making under radical uncertainty.

Science.gov (United States)

Tuckett, David; Nikolic, Milena

2017-08-01

We propose conviction narrative theory (CNT) to broaden decision-making theory in order to better understand and analyse how subjectively means-end rational actors cope in contexts in which the traditional assumptions in decision-making models fail to hold. Conviction narratives enable actors to draw on their beliefs, causal models, and rules of thumb to identify opportunities worth acting on, to simulate the future outcome of their actions, and to feel sufficiently convinced to act. The framework focuses on how narrative and emotion combine to allow actors to deliberate and to select actions that they think will produce the outcomes they desire. It specifies connections between particular emotions and deliberative thought, hypothesising that approach and avoidance emotions evoked during narrative simulation play a crucial role. Two mental states, Divided and Integrated, in which narratives can be formed or updated, are introduced and used to explain some familiar problems that traditional models cannot.

Narration and Escalation. An Empirical Study of Conflict Narratives

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Evelyn Gius

2016-06-01

Full Text Available This article describes the methodology and the outcomes of an empirical study of conflict narratives. The narratological analysis deployed narratological catego­ries in the structuralist tradition based on Genette and was conducted with the help of the text annotation tool CATMA. The analysis aimed at covering as many narratological phenomena as possible by establishing 14 fields of narrato­logical phenomena that were annotated in a corpus of 39 factual narratives about situations at the workplace with and without conflicts. The evaluation of approximately 28,000 annotations brought to light a series of interrelations be­tween narratological phenomena and the presence or absence of conflicts in the narratives. Additionally, this approach led to the identification of some over­sights of narrative theory by detecting hitherto unnoticed interrelations among narratological concepts.

Experiential Learning Model on Entrepreneurship Subject to Improve Students’ Soft Skills

Directory of Open Access Journals (Sweden)

Lina Rifda Naufalin

2016-06-01

Full Text Available This research aims to improve students’ soft skills on entrepreneurship subject by using experiential learning model. It was expected that the learning model could upgrade students’ soft skills which were indicated by the higher confidence, result and job oriented, being courageous to take risks, leadership, originality, and future-oriented. It was a class action research using Kemmis and Mc Tagart’s design model. The research was conducted for two cycles. The subject of the study was economics education students in the year of 2015/2016.  Findings show that the experiential learning model could improve students’ soft skills. The research showed that there is increased at the dimension of confidence by 52.1%, result-oriented by 22.9%, being courageous to take risks by 10.4%, leadership by 12.5%, originality by 10.4%, and future-oriented by 18.8%. It could be concluded that the experiential learning model is effective model to improve students’ soft skills on entrepreneurship subject. Dimension of confidence has the highest rise. Students’ soft skills are shaped through the continuous stimulus when they get involved at the implementation.

Development of a patient-doctor communication skills model for medical students.

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Lee, Young Hee; Lee, Young-Mee

2010-09-01

Communication is a core clinical skill that can be taught and learned. The authors intended to develop a patient-doctor communication model for teaching and assessing undergraduate medical students in Korea. To develop a model, literature reviews and an iterative process of discussion between faculty members of a communication skills course for second year medical students were conducted. The authors extracted common communication skill competencies by comparing the Kalamazoo Consensus Statement, SEGUE framework communication skills, the Calgary Cambridge Observation Guides, and previous communication skills lists that have been used by the authors. The content validity, with regard to clinical importance and feasibility, was surveyed by both faculty physicians and students. The first version of the model consisted of 36 items under 7 categories: initiating the session (8 items), building a relationship (6), gathering information (8), understanding a patient's perspectives (4), sharing information (4), reaching an agreement (3), and closing the session (3). It was used as a guide for both students and teachers in an actual communication skills course. At the end of the course, student performance was assessed using two 7-minute standardized patient interviews with a 34-item checklist. This assessment tool was modified from the first version of the model to reflect the case specificity of the scenarios. A patient-doctor communication model, which can be taught to those with limited patient care experience, was finally developed. We recommended a patient-doctor communication skills model that can be used for teaching and evaluating preclinical and clinical students. Further studies are needed to verify its validity and reliability.

Are specific emotions narrated differently?

Science.gov (United States)

Habermas, Tilmann; Meier, Michaela; Mukhtar, Barbara

2009-12-01

Two studies test the assertion that anger, sadness, fear, pride, and happiness are typically narrated in different ways. Everyday events eliciting these 5 emotions were narrated by young women (Study 1) and 5- and 8-year-old girls (Study 2). Negative narratives were expected to engender more effort to process the event, be longer, more grammatically complex, more often have a complication section, and use more specific emotion labels than global evaluations. Narratives of Hogan's (2003) juncture emotions anger and fear were expected to focus more on action and to contain more core narrative sections of orientation, complication, and resolution than narratives of the outcome emotions sadness and happiness. Hypotheses were confirmed for adults except for syntactic complexity, whereas children showed only some of these differences. Hogan's theory that juncture emotions are restricted to the complication section was not confirmed. Finally, in adults, indirect speech was more frequent in anger narratives and internal monologue in fear narratives. It is concluded that different emotions should be studied in how they are narrated, and that narratives should be analyzed according to qualitatively different emotions.

Systemic therapy and attachment narratives: Attachment Narrative Therapy.

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Dallos, Rudi; Vetere, Arlene

2014-10-01

This article outlines an integration of attachment theory with narrative theory and systemic theory and practice: Attachment Narrative Therapy (ANT). This integration offers a more powerful explanatory formulation of the development and maintenance of human distress in relationships, families and communities, and gives direction to psychotherapeutic intervention. © The Author(s) 2014.

Learning in context: identifying gaps in research on the transfer of medical communication skills to the clinical workplace.

NARCIS (Netherlands)

Eertwegh, V. van den; Dulmen, S. van; Dalen, J. van; Scherpbier, A.J.J.A.; Vleuten, C.P.M. van der

2013-01-01

Objective: In order to reduce the inconsistencies of findings and the apparent low transfer of communication skills from training to medical practice, this narrative review identifies some main gaps in research on medical communication skills training and presents insights from theories on learning

Learning in context: identifying gaps in research on the transfer of medical communication skills to the clinical workplace

NARCIS (Netherlands)

Eertwegh, V. van den; Dulmen, S. van; Dalen, J. Van; Scherpbier, A.J.J.A.; Vleuten, C.P.M. van der

2013-01-01

OBJECTIVE: In order to reduce the inconsistencies of findings and the apparent low transfer of communication skills from training to medical practice, this narrative review identifies some main gaps in research on medical communication skills training and presents insights from theories on learning

Syntactic and Story Structure Complexity in the Narratives of High- and Low-Language Ability Children with Autism Spectrum Disorder.

Science.gov (United States)

Peristeri, Eleni; Andreou, Maria; Tsimpli, Ianthi M

2017-01-01

Although language impairment is commonly associated with the autism spectrum disorder (ASD), the Diagnostic Statistical Manual no longer includes language impairment as a necessary component of an ASD diagnosis (American Psychiatric Association, 2013). However, children with ASD and no comorbid intellectual disability struggle with some aspects of language whose precise nature is still outstanding. Narratives have been extensively used as a tool to examine lexical and syntactic abilities, as well as pragmatic skills in children with ASD. This study contributes to this literature by investigating the narrative skills of 30 Greek-speaking children with ASD and normal non-verbal IQ, 16 with language skills in the upper end of the normal range (ASD-HL), and 14 in the lower end of the normal range (ASD-LL). The control group consisted of 15 age-matched typically-developing (TD) children. Narrative performance was measured in terms of both microstructural and macrostructural properties. Microstructural properties included lexical and syntactic measures of complexity such as subordinate vs. coordinate clauses and types of subordinate clauses. Macrostructure was measured in terms of the diversity in the use of internal state terms (ISTs) and story structure complexity, i.e., children's ability to produce important units of information that involve the setting, characters, events, and outcomes of the story, as well as the characters' thoughts and feelings. The findings demonstrate that high language ability and syntactic complexity pattern together in ASD children's narrative performance and that language ability compensates for autistic children's pragmatic deficit associated with the production of Theory of Mind-related ISTs. Nevertheless, both groups of children with ASD (high and low language ability) scored lower than the TD controls in the production of Theory of Mind-unrelated ISTs, modifier clauses and story structure complexity.

Syntactic and Story Structure Complexity in the Narratives of High- and Low-Language Ability Children with Autism Spectrum Disorder

Science.gov (United States)

Peristeri, Eleni; Andreou, Maria; Tsimpli, Ianthi M.

2017-01-01

Although language impairment is commonly associated with the autism spectrum disorder (ASD), the Diagnostic Statistical Manual no longer includes language impairment as a necessary component of an ASD diagnosis (American Psychiatric Association, 2013). However, children with ASD and no comorbid intellectual disability struggle with some aspects of language whose precise nature is still outstanding. Narratives have been extensively used as a tool to examine lexical and syntactic abilities, as well as pragmatic skills in children with ASD. This study contributes to this literature by investigating the narrative skills of 30 Greek-speaking children with ASD and normal non-verbal IQ, 16 with language skills in the upper end of the normal range (ASD-HL), and 14 in the lower end of the normal range (ASD-LL). The control group consisted of 15 age-matched typically-developing (TD) children. Narrative performance was measured in terms of both microstructural and macrostructural properties. Microstructural properties included lexical and syntactic measures of complexity such as subordinate vs. coordinate clauses and types of subordinate clauses. Macrostructure was measured in terms of the diversity in the use of internal state terms (ISTs) and story structure complexity, i.e., children's ability to produce important units of information that involve the setting, characters, events, and outcomes of the story, as well as the characters' thoughts and feelings. The findings demonstrate that high language ability and syntactic complexity pattern together in ASD children's narrative performance and that language ability compensates for autistic children's pragmatic deficit associated with the production of Theory of Mind-related ISTs. Nevertheless, both groups of children with ASD (high and low language ability) scored lower than the TD controls in the production of Theory of Mind-unrelated ISTs, modifier clauses and story structure complexity. PMID:29209258

Syntactic and Story Structure Complexity in the Narratives of High- and Low-Language Ability Children with Autism Spectrum Disorder

Directory of Open Access Journals (Sweden)

Eleni Peristeri

2017-11-01

Full Text Available Although language impairment is commonly associated with the autism spectrum disorder (ASD, the Diagnostic Statistical Manual no longer includes language impairment as a necessary component of an ASD diagnosis (American Psychiatric Association, 2013. However, children with ASD and no comorbid intellectual disability struggle with some aspects of language whose precise nature is still outstanding. Narratives have been extensively used as a tool to examine lexical and syntactic abilities, as well as pragmatic skills in children with ASD. This study contributes to this literature by investigating the narrative skills of 30 Greek-speaking children with ASD and normal non-verbal IQ, 16 with language skills in the upper end of the normal range (ASD-HL, and 14 in the lower end of the normal range (ASD-LL. The control group consisted of 15 age-matched typically-developing (TD children. Narrative performance was measured in terms of both microstructural and macrostructural properties. Microstructural properties included lexical and syntactic measures of complexity such as subordinate vs. coordinate clauses and types of subordinate clauses. Macrostructure was measured in terms of the diversity in the use of internal state terms (ISTs and story structure complexity, i.e., children's ability to produce important units of information that involve the setting, characters, events, and outcomes of the story, as well as the characters' thoughts and feelings. The findings demonstrate that high language ability and syntactic complexity pattern together in ASD children's narrative performance and that language ability compensates for autistic children's pragmatic deficit associated with the production of Theory of Mind-related ISTs. Nevertheless, both groups of children with ASD (high and low language ability scored lower than the TD controls in the production of Theory of Mind-unrelated ISTs, modifier clauses and story structure complexity.

Reading Pictures for Story Comprehension Requires Mental Imagery Skills

NARCIS (Netherlands)

Boerma, Inouk E; Mol, Suzanne E; Jolles, Jelle

2016-01-01

We examined the role of mental imagery skills on story comprehension in 150 fifth graders (10- to 12-year-olds), when reading a narrative book chapter with alternating words and pictures (i.e., text blocks were alternated by one- or two-page picture spreads). A parallel group design was used, in

Narrator-in-Chief

DEFF Research Database (Denmark)

Herron, Mark A.

. The use of narratives of and by presidents in the White House can be seen as an essential part of the ceremonial role of the presidency. This use of narratives in epideictic speech has increased with modern day interests in the domestic life of the president, and the use of visual mass media......The dissertation Narrator-in-Chief: The Narrative Rhetoric of Barack Obama seeks to show how the concept of “narrative” can be used in rhetorical criticism of presidential speeches, particularly when considering the speeches and the biographical text, Dreams from My Father (1995), of Barack Obama...... as a communication platform for the president. While this has been described as a negative development (Stuckey, 1991; Salmon, 2010) this dissertation argues that narrative rhetoric should not be seen only as a negative part of political rhetoric, but also as a possibly vital way to educate the audience on issues...

What are narratives good for?

Science.gov (United States)

Beatty, John

2016-08-01

Narratives may be easy to come by, but not everything is worth narrating. What merits a narrative? Here, I follow the lead of narratologists and literary theorists, and focus on one particular proposal concerning the elements of a story that make it narrative-worthy. These elements correspond to features of the natural world addressed by the historical sciences, where narratives figure so prominently. What matters is contingency. Narratives are especially good for representing contingency and accounting for contingent outcomes. This will be squared with a common view that narratives leave no room for chance. On the contrary, I will argue, tracing one path through a maze of alternative possibilities, and alluding to those possibilities along the way, is what a narrative does particularly well. Copyright © 2016 Elsevier Ltd. All rights reserved.

Maintaining connections in children's grief narratives in popular film.

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Sedney, Mary Anne

2002-04-01

Children's grief narratives in popular films were examined for their portrayal of connection-maintaining strategies with the deceased. Comparisons were made between strategies found in actual parentally bereaved children and in child characters in films. Implications of these filmed grief narratives for models of grieving and for practice are discussed.

Developing Critical and Historical Thinking Skills in Middle Grades Social Studies

Science.gov (United States)

Waring, Scott M.; Robinson, Kirk S.

2010-01-01

The author describes a social studies unit designed to help students develop critical thinking skills. The lessons give students opportunities to analyze multiple perspectives, use multiple sources when conducting research, and construct historical narratives through the creation of a digital historical biography.

GIS-facilitated spatial narratives

DEFF Research Database (Denmark)

Møller-Jensen, Lasse; Jeppesen, Henrik; Kofie, Richard Y.

2008-01-01

on the thematically and narrative linking of a set of locations within an area. A spatial narrative that describes the - largely unsuccessful - history of Danish plantations on the Gold Coast (1788-1850) is implemented through the Google Earth client. This client is seen both as a type of media in itself for ‘home......-based' exploration of sites related to the narrative and as a tool that facilitates the design of spatial narratives before implementation within portable GIS devices. The Google Earth-based visualization of the spatial narrative is created by a Python script that outputs a web-accessible KML format file. The KML...

Multi-model global assessment of subseasonal prediction skill of atmospheric rivers

Science.gov (United States)

Deflorio, M. J.

2017-12-01

Atmospheric rivers (ARs) are global phenomena that are characterized by long, narrow plumes of water vapor transport. They are most often observed in the midlatitudes near climatologically active storm track regions. Because of their frequent association with floods, landslides, and other hydrological impacts on society, there is significant incentive at the intersection of academic research, water management, and policymaking to understand the skill with which state-of-the-art operational weather models can predict ARs weeks-to-months in advance. We use the newly assembled Subseasonal-to-Seasonal (S2S) database, which includes extensive hindcast records of eleven operational weather models, to assess global prediction skill of atmospheric rivers on S2S timescales. We develop a metric to assess AR skill that is suitable for S2S timescales by counting the total number of AR days which occur over each model and observational grid cell during a 2-week time window. This "2-week AR occurrence" metric is suitable for S2S prediction skill assessment because it does not consider discrete hourly or daily AR objects, but rather a smoothed representation of AR occurrence over a longer period of time. Our results indicate that several of the S2S models, especially the ECMWF model, show useful prediction skill in the 2-week forecast window, with significant interannual variation in some regions. We also present results from an experimental forecast of S2S AR prediction skill using the ECMWF and NCEP models.

Discourse on Narrative Research: The Construction Zone--Literary Elements in Narrative Research

Science.gov (United States)

Coulter, Cathy A.; Smith, Mary Lee

2009-01-01

Narrative research has become part of the landscape of education inquiry, yet its theory and practice are still debated and evolving. This article addresses the construction of narratives using literary elements common to nonfiction and fiction writings. The authors discuss these elements and use four narratives to illustrate them. They address…

Toward a formal ontology for narrative

Directory of Open Access Journals (Sweden)

Ciotti, Fabio

2016-03-01

Full Text Available In this paper the rationale and the first draft of a formal ontology for modeling narrative texts are presented. Building on the semiotic and structuralist narratology, and on the work carried out in the late 1980s by Giuseppe Gigliozzi in Italy, the focus of my research are the concepts of character and of narrative world/space. This formal model is expressed in the OWL 2 ontology language. The main reason to adopt a formal modeling approach is that I consider the purely probabilistic-quantitative methods (now widespread in digital literary studies inadequate. An ontology, on one hand provides a tool for the analysis of strictly literary texts. On the other hand (though beyond the scope of the present work, its formalization can also represent a significant contribution towards grounding the application of storytelling methods outside of scholarly contexts.

Narrative and emotion process in psychotherapy: an empirical test of the Narrative-Emotion Process Coding System (NEPCS).

Science.gov (United States)

Boritz, Tali Z; Bryntwick, Emily; Angus, Lynne; Greenberg, Leslie S; Constantino, Michael J

2014-01-01

While the individual contributions of narrative and emotion processes to psychotherapy outcome have been the focus of recent interest in psychotherapy research literature, the empirical analysis of narrative and emotion integration has rarely been addressed. The Narrative-Emotion Processes Coding System (NEPCS) was developed to provide researchers with a systematic method for identifying specific narrative and emotion process markers, for application to therapy session videos. The present study examined the relationship between NEPCS-derived problem markers (same old storytelling, empty storytelling, unstoried emotion, abstract storytelling) and change markers (competing plotlines storytelling, inchoate storytelling, unexpected outcome storytelling, and discovery storytelling), and treatment outcome (recovered versus unchanged at therapy termination) and stage of therapy (early, middle, late) in brief emotion-focused (EFT), client-centred (CCT), and cognitive (CT) therapies for depression. Hierarchical linear modelling analyses demonstrated a significant Outcome effect for inchoate storytelling (p = .037) and discovery storytelling (p = .002), a Stage × Outcome effect for abstract storytelling (p = .05), and a Stage × Outcome × Treatment effect for competing plotlines storytelling (p = .001). There was also a significant Stage × Outcome effect for NEPCS problem markers (p = .007) and change markers (p = .03). The results provide preliminary support for the importance of assessing the contribution of narrative-emotion processes to efficacious treatment outcomes in EFT, CCT, and CT treatments of depression.

Spiritual intelligence leadership lessons from the Tanakh: A narrative inquiry

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Sivave Mashingaidze

2014-09-01

Full Text Available The purpose of this article was a narrative inquiry of spiritual intelligence leadership lessons from the Tanakh. Spiritual intelligence skills and traits were discussed which are: Honesty and integrity; Purpose; Kindness and compassion; Humility; Communication; Performance management; Team development; Courage; Justice and fairness and finally Leadership development. The findings were that spiritual intelligence from the Tanakh was a contributor to the winning of many wars and projects by these ancient biblical leaders and acted as a touchstone for lessons today. The article concluded that it is unspoken truism that religiosity and spirituality were important in influencing leaders’ intelligence. A recommendation was given for corporates to adopt intelligent skills from the Bible since even greatest scientists as cited in the article got knowledge from the Tanakh.

A model to teach concomitant patient communication during psychomotor skill development.

Science.gov (United States)

Nicholls, Delwyn; Sweet, Linda; Muller, Amanda; Hyett, Jon

2018-01-01

Many health professionals use psychomotor or task-based skills in clinical practice that require concomitant communication with a conscious patient. Verbally engaging with the patient requires highly developed verbal communication skills, enabling the delivery of patient-centred care. Historically, priority has been given to learning the psychomotor skills essential to clinical practice. However, there has been a shift towards also ensuring competent communication with the patient during skill performance. While there is literature outlining the steps to teach and learn verbal communication skills, little is known about the most appropriate instructional approach to teach how to verbally engage with the patient when also learning to perform a task. A literature review was performed and it identified that there was no model or proven approach which could be used to integrate the learning of both psychomotor and communication skills. This paper reviews the steps to teach a communication skill and provides a suggested model to guide the acquisition and development of the concomitant -communication skills required with a patient at the time a psychomotor skill is performed. Copyright © 2017 Elsevier Ltd. All rights reserved.

Facebook, Political Narrative, and Political Change: A Case Study of Palestinian Youth

Science.gov (United States)

Kenderes, Amanda M.

2012-01-01

In this dissertation I aim to advance political narrative theory by exploring the use of political narrative on Facebook and the possibility for Facebook to be used among Palestinian youth for political change. To examine the concepts of political narrative and political change, I developed a model for political change based on the changing…

Evaluation on the use of animated narrative video in teaching narrative text

Directory of Open Access Journals (Sweden)

Soe’oed Rahmat

2018-01-01

Full Text Available In the 21st century, our life is strongly affected by the information technology. Educational technology has been rapidly improved by the development of audiovisual tools. Teachers may choose a number of different types of resources for teaching purposes, including videos and movies. Therefore, this study is aimed at evaluating animated narrative videos from YouTube for the teaching narrative text and identifying potential factors which influence the quality of educational videos. The videos were examined by using assessment rubric to see the quality and suitability of animated narrative videos which might be used in the teaching narrative text. The rubric was adapted from Prince Edward Island (PEI Department of Education: Evaluation and Selection of Learning Resources. It consists of four criteria, content, structure, instructional design, and technical design In addition, the study presents critical awareness of how these aspects can be interpreted to measure animated narrative videos and at the same time the engagement of the teachers in exploring animated narrative videos used in classroom.

The Organization of Narrative Discourse in Lewy Body Spectrum Disorder

Science.gov (United States)

Ash, Sharon; McMillan, Corey; Gross, Rachel G.; Cook, Philip; Morgan, Brianna; Boller, Ashley; Dreyfuss, Michael; Siderowf, Andrew; Grossman, Murray

2011-01-01

Narrative discourse is an essential component of day-to-day communication, but little is known about narrative in Lewy Body spectrum disorder (LBSD), including Parkinson's disease (PD), Parkinson's disease with dementia (PDD), and dementia with Lewy bodies (DLB). We performed a detailed analysis of a semi-structured speech sample in 32 non-aphasic patients with LBSD, and we related their narrative impairments to gray matter (GM) atrophy using voxel-based morphometry. We found that patients with PDD and DLB have significant difficulty organizing their narrative speech. This was correlated with deficits on measures of executive functioning and speech fluency. Regression analyses associated this deficit with reduced cortical volume in inferior frontal and anterior cingulate regions. These findings are consistent with a model of narrative discourse that includes executive as well as language components and with an impairment of the organizational component of narrative discourse in patients with PDD and DLB. PMID:21689852

Narrative House: A Metaphor For Narrative Therapy: Tribute To ...

African Journals Online (AJOL)

This article is a tribute to Michael White, co-founder of narrative therapy, who passed away on 5 April 2008. Michael White and David Epston founded a substantial and ground-breaking psychological movement based on narrative therapy. Michael touched with dignity and changed for the better the lives of thousands.

Cinematic narratives of Sonderkommando: Son of saul or narrating the victim, perpetrator, trauma and death

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Daković Nevena

2016-01-01

Full Text Available The aim of this paper is to map out - by analysing the film Son of Saul, but also by its comparison with two other films dealing with the topic, Himmelkommando and The Grey Zone, the narrative mechanism that satisfies the complex ethical and aesthetical demands imposed by the theme of Sonderkommando as the particular episode of the Holocaust. The key element of the narrative structure is the construction of the Levi’s “dead and drowned” witness who “resurrected” through the narrative intervention becomes the only reliable and credible narrator of the historical trauma. The prerequisite for his emergence is the narration and representation of the death which makes but also solves the traumatised - understood as multiple, fragmented, opposed - identities of the members of the special squad. Their entangled identity involves the simultaneous presence of a victim, perpetrator, witness and the authentic narrator of the trauma of the death camp. The death of the perpetrator is the condition sina qua non for the emergence of the figure of the victim-witness narrator but also for making of narrative which overcomes the initial trauma of the Holocaust. The detailed analysis of the film Son of Saul confirms and identifies these narratives as the modernist narration of the post-traumatic film.

Harnessing the Persuasive Power of Narrative: Science, Storytelling, and Movie Censorship, 1930-1968.

Science.gov (United States)

Kirby, David A

2018-03-01

Argument As the deficit model's failure leaves scientists searching for more effective communicative approaches, science communication scholars have begun promoting narrative as a potent persuasive tool. Narratives can help the public make choices by setting out a scientific issue's contexts, establishing the stakes involved, and offering potential solutions. However, employing narrative for persuasion risks embracing the same top-down communication approach underlying deficit model thinking. This essay explores the parallels between movie censorship and the current use of narrative to influence public opinion by examining how the Hays Office and the Catholic Legion of Decency responded to science in movies. I argue that deploying narratives solely as public relations exercises demonstrates the same mistrust of audiences that provided the foundation of movie censorship. But the history of movie censorship reveals the dangers of using narrative to remove the public's agency and to coerce them towards a preferred position rather than fostering their ability to come to their own conclusions.

Beyond the Investment Narrative

Science.gov (United States)

Moss, Peter

2013-01-01

The current policy interest in early childhood education and care is driven by an investment narrative, a story of quality and high returns emerging from a dominant neoliberal political economy. This short note expresses deep reservations about this narrative, and hints at another narrative that foregrounds democracy, experimentation and…

The consequences of using advanced physical assessment skills in medical and surgical nursing: A hermeneutic pragmatic study.

Science.gov (United States)

Zambas, Shelaine I; Smythe, Elizabeth A; Koziol-Mclain, Jane

2016-01-01

The aim of this study was to explore the consequences of the nurse's use of advanced assessment skills on medical and surgical wards. Appropriate, accurate, and timely assessment by nurses is the cornerstone of maintaining patient safety in hospitals. The inclusion of "advanced" physical assessment skills such as auscultation, palpation, and percussion is thought to better prepare nurses for complex patient presentations within a wide range of clinical situations. This qualitative study used a hermeneutic pragmatic approach. Unstructured interviews were conducted with five experienced medical and surgical nurses to obtain 13 detailed narratives of assessment practice. Narratives were analyzed using Van Manen's six-step approach to identify the consequences of the nurse's use of advanced assessment skills. The consequences of using advanced assessment skills include looking for more, challenging interpretations, and perseverance. The use of advanced assessment skills directs what the nurse looks for, what she sees, interpretation of the findings, and her response. It is the interpretation of what is seen, heard, or felt within the full context of the patient situation, which is the advanced skill. Advanced assessment skill is the means to an accurate interpretation of the clinical situation and contributes to appropriate diagnosis and medical management in complex patient situations. The nurse's use of advanced assessment skills enables her to contribute to diagnostic reasoning within the acute medical and surgical setting.

Project Narrative

Energy Technology Data Exchange (ETDEWEB)

Driscoll, Mary C. [St. Bonaventure University, St Bonaventure, NY(United States)

2012-07-12

The Project Narrative describes how the funds from the DOE grant were used to purchase equipment for the biology, chemistry, physics and mathematics departments. The Narrative also describes how the equipment is being used. There is also a list of the positive outcomes as a result of having the equipment that was purchased with the DOE grant.

Asian and Pacific Islander women scientists and engineers: A narrative exploration of model minority, gender, and racial stereotypes

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Chinn, Pauline W. U.

2002-04-01

This qualitative study uses narrative methodology to understand what becoming a scientist or engineer entails for women stereotyped as model minorities. Interviews with four Chinese and Japanese women focused on the social contexts in which science is encountered in classrooms, families, and community. Interpretation was guided by theories that individuals construct personal narratives mediated by cultural symbolic systems to make meaning of experiences. Narratives revealed that Confucian cultural scripts shaped gender expectations even in families several generations in America. Regardless of parents' level of education, country of birth, and number of children, educational expectations, and resources were lower for daughters. Parents expected daughters to be compliant, feminine, and educated enough to be marriageable. Findings suggest K-12 gender equity science practices encouraged development of the women's interests and abilities but did not affect parental beliefs. The author's 1999 study of Hawaiians/Pacific Islander and Filipina female engineers is included in implications for teacher education programs sensitive to gender, culture, ethnicity, and language.

Role modelling in medical education: the importance of teaching skills.

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Burgess, Annette; Oates, Kim; Goulston, Kerry

2016-04-01

By observation of role models, and participation in activities, students develop their attitudes, values and professional competencies. Literature suggests that clinical skills and knowledge, personality, and teaching skills are three main areas that students consider central to the identification of positive role models. The aim of this study was to explore junior medical students' opinions of the ideal attributes of a good role model in clinical tutors. The study was conducted with one cohort (n = 301) of students who had completed year 1 of the medical programme in 2013. All students were asked to complete a questionnaire regarding the ideal attributes of a good role model in a clinical tutor. The questionnaire consisted of seven closed items and one open-ended question. The response rate to the questionnaire was 265/301 (88%). Although students found all three key areas important in a good role model, students emphasised the importance of excellence in teaching skills. Specifically, students see good role models as being able to provide a constructive learning environment, a good understanding of the curriculum and an ability to cater to the learning needs of all students. Students see good role models as being able to provide a constructive learning environment While acknowledging the importance of a patient-centred approach, as well as clinical knowledge and skills, our findings reinforce the importance of the actual teaching abilities of role models within medical education. © 2015 John Wiley & Sons Ltd.

Do Live versus Audio-Recorded Narrative Stimuli Influence Young Children's Narrative Comprehension and Retell Quality?

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Kim, Young-Suk Grace

2016-01-01

Purpose: The primary aim of the present study was to examine whether different ways of presenting narrative stimuli (i.e., live narrative stimuli versus audio-recorded narrative stimuli) influence children's performances on narrative comprehension and oral-retell quality. Method: Children in kindergarten (n = 54), second grade (n = 74), and fourth…

Politics of love: narrative structures, intertextuality and social agency in the narratives of parents with disabled children.

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Hanisch, Halvor

2013-11-01

Recent research has highlighted how parental narratives can be important in the resistance against disabling processes. This article contains analyses of enabling language in narratives published by Scandinavian disability rights organizations. First, drawing on the work of Fisher and Goodley, I point out that the material constitute a threefold: normality narratives, resistance narratives, and narratives that demonstrate an appreciation of the present and the child's individual alterity. Second, I demonstrate that the last narrative draws on Romanticism rather than linguistic resources from disability culture. Third, I show that these narratives are hyperboles - texts that strengthen and emphasise the valuation to the point where the narrative structure transcends narrative consistency. Fourth, drawing on the work of Kristeva, I argue that this form of narration constitutes an intimate politics of love. © 2013 The Author. Sociology of Health & Illness © 2013 Foundation for the Sociology of Health & Illness/John Wiley & Sons Ltd.

College Student Narratives about Learning and Using Self-Advocacy Skills

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Daly-Cano, Meada; Vaccaro, Annemarie; Newman, Barbara

2015-01-01

Self-advocacy is the ability to communicate one's needs and wants and to make decisions about the supports needed to achieve them (Stodden, Conway, & Chang, 2003). Research shows self-advocacy skills are related to academic performance and successful adaptation to college (Adams & Proctor, 2010; Getzel & Thoma, 2008; Hadley, 2006;…

Narrative, Preaching, and Formation

Science.gov (United States)

Finney, Mark David

2017-01-01

This dissertation focuses on the place of narrative in the transformational encounter that can take place between hearers of sermons and God. Chapter 1 surveys the history and development of contemporary scholarship related to narrative preaching. It argues that most homileticians consider narrative either as a way of structuring sermons, or as a…

Sammelrezension: Unreliable Narration

OpenAIRE

Orth, Dominik

2009-01-01

Eva Laass: Broken Taboos, Subjective Truths. Forms and Functions of Unreliable Narration in Contemporary American Cinema. A Contribution to Film NarratologyVolker Ferenz: Don’t believe his lies. The unreliable narrator in contemporary American cinema

Forensic historiography: narratives and science.

Science.gov (United States)

Drukteinis, Albert M

2014-01-01

Psychiatrists function, in part, as historians who rely on patient narratives to help them understand presenting mental disorders and explain their causes. Forensic psychiatrists have been skeptical of using narratives, raising concerns about their lack of objectivity and potential for bias. They also have criticized narratives as being more performative than scientific. Recent authors, however, have pointed out that narratives may be helpful in forming forensic opinions and supporting oral testimony, while stressing that their use must be consistent with the ethics espoused by forensic psychiatry. This article reviews the role of narratives in understanding human events and the ubiquitous presence of narratives in the judicial process. It delves into the inescapability of using explicit or implicit narratives in the course of forensic practice, as well as how they may be meaningfully incorporated into evaluations and find expression alongside scientific principles. © 2014 American Academy of Psychiatry and the Law.

Personal history, beyond narrative

DEFF Research Database (Denmark)

Køster, Allan

2017-01-01

on a distinction between history and narrative, I outline an account of historical becoming through a process of sedimentation and a rich notion of what I call historical selfhood on an embodied level. Five embodied existentials are suggested, sketching a preliminary understanding of how selves are concretely......Narrative theories currently dominate our understanding of how selfhood is constituted and concretely individuated throughout personal history. Despite this success, the narrative perspective has recently been exposed to a range of critiques. Whilst these critiques have been effective in pointing...... out the shortcomings of narrative theories of selfhood, they have been less willing and able to suggest alternative ways of understanding personal history. In this article, I assess the criticisms and argue that an adequate phenomenology of personal history must also go beyond narrative. Drawing...

Training Self-Regulated Learning Skills with Video Modeling Examples: Do Task-Selection Skills Transfer?

Science.gov (United States)

Raaijmakers, Steven F.; Baars, Martine; Schaap, Lydia; Paas, Fred; van Merriënboer, Jeroen; van Gog, Tamara

2018-01-01

Self-assessment and task-selection skills are crucial in self-regulated learning situations in which students can choose their own tasks. Prior research suggested that training with video modeling examples, in which another person (the model) demonstrates and explains the cyclical process of problem-solving task performance, self-assessment, and…

Testimony in Narrative Educational Research: A Qualitative Interview, Narrative Analysis and Epistemological Evaluation

Science.gov (United States)

Christopher, Justin

2017-01-01

The purpose of this study is to assess issues that arise in the context of epistemological claims in narrative educational research by means of narrative analysis and epistemological evaluation. The research questions which guided the study were: 1) To what extent is epistemology considered by narrative educational researchers?; 2) What issues do…

Narrative research in psychotherapy: a critical review.

Science.gov (United States)

Avdi, Evrinomy; Georgaca, Eugenie

2007-09-01

This paper is a review of studies which utilise the notion of narrative to analyse psychotherapy. Its purpose is to systematically present this diverse field of research, to highlight common themes and divergences between different strands and to further the development and integration of narrative research in psychotherapy. The paper reviews studies which employ an applied textual analysis of narratives produced in the context of psychotherapy. Criteria for inclusion of studies are, firstly, the analysis of therapeutic and therapy-related texts and, secondly, the adoption of a narrative psychological perspective. The studies were examined on the basis of the notion of narrative they employ and the aspects of client narratives they focus on, and were grouped accordingly in the review. The majority of the studies reviewed assume a constructivist approach to narrative, adopt a representational view of language, focus primarily on client micro-narratives and relate to cognitive-constructivist and process-experiential psychotherapeutic approaches. A smaller group of studies assume a social constructionist approach to narrative and a functional view of language, focus on micro-narratives, highlight the interactional and wider social aspects of narrative and relate to postmodern trends in psychotherapy. The range of conceptualisations of narrative in the studies reviewed, from a representational psychological view to a constructionist social view, reflects tensions within narrative psychology itself. Moreover, two trends can be discerned in the field reviewed, narrative analysis of therapy, which draws from narrative theory and utilises the analytic approaches of narrative research to study psychotherapy, and analyses of narrative in therapy, which study client narratives using non-narrative qualitative methods. Finally, the paper highlights the need for integration of this diverse field of research and urges for the development of narrative studies of psychotherapy

Narrating Global Order and Disorder

Directory of Open Access Journals (Sweden)

Matthew Levinger

2017-09-01

Full Text Available This thematic issue addresses how strategic narratives affect international order. Strategic narratives are conceived of as stories with a political purpose or narratives used by political actors to affect the behavior of others. The articles in this issue address two significant areas important to the study of international relations: how strategic narratives support or undermine alliances, and how they affect norm formation and contestation. Within a post-Cold War world and in the midst of a changing media environment, strategic narratives affect how the world and its complex issues are understood. This special issue speaks to the difficulties associated with creating creative and committed international cooperation by noting how strategic narratives are working to shape the Post-Cold War international context.

Organizational Remembering as Narrative

DEFF Research Database (Denmark)

Musacchio Adorisio, Anna Linda

2014-01-01

This article focuses on organizational remembering in banking. To provide an alternative to the repository image of memory in organization, organizational remembering is conceptualized as narrative, where narrative represents a way to organize the selection and interpretation of the past....... The narrative perspective deals with both the experiential and contextual nature of remembering by addressing concerns raised by critiques of organizational memory studies, namely, the subjective experience of remembering and the social and historical context in which remembering takes place. Antenarrative...... the narrative perspective reveals ruptures and ambiguities that characterize organizational remembering that would remain hidden in the organizational memory studies approach....

A Beginning Workshop in the Basic Skill Areas of Theatre Sports Improvisation.

Science.gov (United States)

Belt, Lynda

1990-01-01

Describes "Theatre Sports," a type of improvisational theater that actively involves the audience. Presents a beginning workshop that explains the basic skills of improvisation (group cohesion and trust, movement, pantomime, spontaneity, offers and blocking, characterization and status, narrative, and endowment) and explains how to play…

Narrative Making and Remaking in the Early Years: Prelude to the Personal Narrative

Science.gov (United States)

Miller, Peggy J.; Chen, Eva Chian-Hui; Olivarez, Megan

2014-01-01

Although very young children are unable to formulate a personal narrative of the life course, their everyday lives are steeped in narratives. Drawing on ethnographic studies in diverse sociocultural worlds, we argue that the early years of life form a vital preamble to the personal narrative. In this phase of life, the universal predisposition to…

Skills development programme: The UNISA/CSIR model

CSIR Research Space (South Africa)

Sparrow, RW

2010-09-01

Full Text Available development programmes and industry. A key component will be the use of Information Learning Technology. The skills development programmes are vocational and centred on research and industrial requirements. This programme is modelled on vocational...

Mentoring Narratives ON-LINE:Teaching the Principalship

Directory of Open Access Journals (Sweden)

Allison I. Griffith

2002-05-01

Full Text Available The need to develop new models for preparation of school administrators has been a prominent concern in educational discourse in the last decade. Having been criticized for the inadequate preparation of the school leadership cadre, academic departments responsible for training future school administrators have had to revisit their approaches and to reframe their teaching philosophies to ensure the readiness of their graduates for the challenges and complexities of school leadership. This article reports on the new model of principals' training that has been used in York University's Principals' Qualification Program (PQP from the late 1990s onward. One component of the program brings traditional case methodology into a computer-mediated/on-line environment. The on-line cases are narratives from the everyday lives of the Ontario school administrators who serve as mentors in the on-line environment. Situating our discussion within the context of the rapidly changing educational landscape of Ontario, we focus on the PQP model to explore experientially generated case narratives as one method for teaching and learning the work of the local school administrator. We focus particularly on the teaching and learning embedded in computer-mediated or on-line case narratives used in training teachers for school leadership. We argue that the complexities of school leadership—the social, cultural, relational, ethical and moral context of school leadership—can be taught effectively through the reflective processes of on-line case narratives. We seek to contribute to the ongoing dialogue on the potential of new pedagogies and new technologies to help prepare the competent and responsible leaders for tomorrow's schools.

Narrative self-appropriation

DEFF Research Database (Denmark)

Køster, Allan

2017-01-01

is profoundly saturated by an alienness regarding the person’s own affects and responses. However, the balance of familiarity and alienness is not static, but can be cultivated through e.g. psychotherapy. Following this line of thought, I present the idea that narrativising experiences can play an important...... role in processes of appropriating such embodied self-alienness. Importantly, the notion of narrative used is that of a scalar conception of narrativity as a variable quality of experience that comes in degrees. From this perspective, narrative appropriation is a process of gradually attributing...

Interactive Narrator in Ludic Space

DEFF Research Database (Denmark)

Nobaew, Banphot; Ryberg, Thomas

2012-01-01

on the micro story level of storytelling structure (Begin-Middle-End). This paper describes the framework for a games writer in MMORPGs as a non-linear narrative, in which a gameplayer takes the role of a digital story writer in a magic cycle. It proposes an extended storytelling framework to a games writer....... The framework is developed based on 3 prior theoretical notions: the Story structure, Dramatic structure (Freytag's Pyramid), and Hero’s Journey model (Campbell). The story structure is founded by Aristotle in his Poetics (c. 335 BC), but is now considered the basis of digital narrative. Hero’s Journey model......-story and develops further to the multi-plot point structure. To analyze the gameplay data in this study, the emotional experience and learning content are considered for the plot investigation. This study is sets out to examine the assumption that, when players play games in a semiotic domain of visual grammar...

The circumstances of the missing biographer or why Watson didn't narrate these four Sherlock Holmes stories.

Science.gov (United States)

Caplan, R M

1982-06-01

The author provides arguments to explain why four of Arthur Conan Doyle's sixty stories about Sherlock Holmes were not narrated by Dr. Watson. The arguments relate to logical demands of the plot in the cases of the two stories told by an unidentified narrator. The two told by Holmes seem to demand Watson's absence because the final elucidation requires skill in cutaneous diagnosis; the presence of a medical man would have, or should have, relieved the dramatic tension of the mystery too soon. The Sherlock Holmes stories can provide delightful diversion as well as serve constantly to enhance our appreciation for highly alert and careful physical examination.

Marie-Laure Ryan. Kenneth Foote, and Maoz Azaryahu. Narrating Space / Spatializing Narrative : Where Narrative Theory and Geography Meet.

OpenAIRE

Harding, Wendy

2017-01-01

In the wake of Gerard Genette’s Figures I-III, (1967-70) and Paul Ricoeur’s Temps et Récit (1983-85), narratologists have been very much concerned with questions of time. The aim of Narrating Space / Spatializing Narrative : Where Narrative Theory and Geography Meet is to reorient the discipline by studying the ways in which “space can intersect with narrative” (1). To pursue this project, Marie-Laure Ryan, a literary specialist, has joined forces with two geographers, Kenneth Foote and Maoz ...

PENGEMBANGAN MODEL PELATIHAN SOFT-SKILLS PADA SISWA SEKOLAH MENENGAH PERTAMA NEGERI (SMPN DI KOTA MATARAM

Directory of Open Access Journals (Sweden)

Anik Darmiany

2016-06-01

Full Text Available Abstrak : Penelitian dan pengembangan ini bertujuan menghasilkan model pelatihan soft-skill khususnya keterampilan komunikasi dan kendali emosi siswa sekolah menengah pertama negeri (SMPN di kota Mataram. Metode penelitian dan pengembangan dilakukan melalui tiga tahap dari sepuluh langkah Borg & Gall yaitu, (1 penelitian awal (analisis kebutuhan, (2 pengembangan model pelatihan, (3 uji coba dan evaluasi model. Hasil penelitian menunjukkan bahwa pengembangan model pelatihan soft-skill menghasilkan pedoman pelatihan untuk konselor dan siswa, serta materi pelatihan soft-skill yang memenuhi kriteria akseptabel dari kegunaan, kemanfaatan, dan kelayakan. Disamping itu hasil penelitian menunjukkan pula bahwa terdapat perbedaan skor antara pre-test dan post-test keterampilan mengelola emosi dari tidak terampil menjadi sangat trampil, dan keterampilan komunikasi dari tidak terampil menjadi cukup terampil.   Abstract: Research and development is aimed to produce soft-skills training models especially in communication skills and emotional control student junior high school (SMP in Mataram city. Research and development method is carried out through three stages from the ten steps of Borg & Gall, they are; (1 the preliminary research (needs analysis, (2 the development of training model, (3 Model evaluation and try out. The results show that the development of soft-skills training model develop training manual for counselors and students, as well as soft-skills training materials that meet acceptable criteria of usability, usefulness and feasibility. Besides, the results showed also that there is a difference in scores between pre-test and post-test in skills at managing emotions from unskilled to be very skilled, and communication skills from unskilled become quite skilled.

Encoding Theory of Mind in Character Design for Pedagogical Interactive Narrative

Directory of Open Access Journals (Sweden)

Mei Si

2014-01-01

Full Text Available Computer aided interactive narrative allows people to participate actively in a dynamically unfolding story, by playing a character or by exerting directorial control. Because of its potential for providing interesting stories as well as allowing user interaction, interactive narrative has been recognized as a promising tool for providing both education and entertainment. This paper discusses the challenges in creating interactive narratives for pedagogical applications and how the challenges can be addressed by using agent-based technologies. We argue that a rich model of characters and in particular a Theory of Mind capacity are needed. The character architect in the Thespian framework for interactive narrative is presented as an example of how decision-theoretic agents can be used for encoding Theory of Mind and for creating pedagogical interactive narratives.

THE USE OF DIGITAL EDUCATIONAL NARRATIVES FOR THE FORMATION OF ADAPTIVE COMPETENCE OF STUDENTS – FUTURE ECONOMISTS

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Galyna A. Kovalchuk

2018-04-01

Full Text Available The article covers the materials of the thematic study of the possibilities of electronic services for the implementation of the narrative approach in the professional training of students - future economists, the formation of their adaptive competence, the development of self-regulation skills and self-management in the learning process. The possibilities of electronic services for the formation of adaptive competence of future specialists are shown. Different features of the educational narrative are described. There have been presented the examples of simulation of digital educational professional stories in comics which realize a combination of academic activity and creative activity of participants of the educational process for their professional development. The example of tasks for independent work of students on socio-economic disciplines demonstrated the use of the didactic method "History in Pictures" a generalization of self-examination of students on the results of their narrative training.

Narrative accounting disclosures

NARCIS (Netherlands)

Aerts, Walter; Clubb, C.; Imam, S.

2015-01-01

Narrative accounting disclosures are an integral part of the corporate financial reporting package. They are deemed to provide a view of the company “through the eyes of management”. The narratives represent management's construal of corporate events and are largely discretionary. Research in

Narrative Fortresses: Crisis Narratives and Conflict in the Conservation of Mount Gorongosa, Mozambique

Directory of Open Access Journals (Sweden)

Christy Schuetze

2015-01-01

Full Text Available A single narrative about the Gorongosa Restoration Project (GRP in Mozambique circulates widely in the popular media. This story characterises the project as an innovative intervention into an ecological crisis situation. The narrative hails the project′s aim to use profits from tourism to address the goals of both human development and conservation of biodiversity, and portrays the park project as widely embraced by long-term residents. This representation helps the project attract broad acclaim, donor funding, and socially conscious visitors, yet it obscures the early emergence of unified opposition to the project′s interventions among long-term residents of Gorongosa Mountain. This article draws on ethnographic research conducted on Gorongosa Mountain between 2006 and 2008 to examine the project′s early activities there. I examine two crisis narratives that led to entrenched conflict between park-based actors and mountain residents. Focusing on the emergence and solidification of divergent narratives-narrative fortresses-about the extension of the park′s activities to Gorongosa Mountain offers insight into the powerful role of crisis narratives in producing and maintaining conflict, leading to outcomes counter to the desires of conservationists. Ultimately, the article points to ways in which narratives of environmental crisis work against aspirations of partnership and collaboration with resident populations in conservation and development schemes.

The End of a Noble Narrative?

DEFF Research Database (Denmark)

Manners, Ian James; Murray, Philomena

2016-01-01

the construction and application of an analytical framework drawing on different theoretical perspectives. This framework is then applied to six European integration narratives to demonstrate the value of a narrative approach. The article concludes that narrative analysis provides a means of understanding both EU......, the Nobel Prize and the search for a ‘new narrative for Europe’ demonstrate that the processes of European integration are always narrated as sense-making activities – stories people tell to make sense of their reality. This article argues in favour of a narrative approach to European integration through...

Theoretical perspectives on narrative inquiry.

Science.gov (United States)

Emden, C

1998-04-01

Narrative inquiry is gaining momentum in the field of nursing. As a research approach it does not have any single heritage of methodology and its practitioners draw upon diverse sources of influence. Central to all narrative inquiry however, is attention to the potential of stories to give meaning to people's lives, and the treatment of data as stories. This is the first of two papers on the topic and addresses the theoretical influences upon a particular narrative inquiry into nursing scholars and scholarship. The second paper, Conducting a narrative analysis, describes the actual narrative analysis as it was conducted in this same study. Together, the papers provide sufficient detail for others wishing to pursue a similar approach to do so, or to develop the ideas and procedures according to their own way of thinking. Within this first theoretical paper, perspectives from Jerome Bruner (1987) and Wade Roof (1993) are outlined. These relate especially to the notion of stories as 'imaginative constructions' and as 'cultural narratives' and as such, highlight the profound importance of stories as being individually and culturally meaningful. As well, perspectives on narrative inquiry from nursing literature are highlighted. Narrative inquiry in this instance lies within the broader context of phenomenology.

Narratives and Accounts: "Post-Crisis" Narration in Annual Company Reports

Science.gov (United States)

Winchester, Jules; Williams, Simon

2014-01-01

This paper aims to provide Business English and EAP practitioners with a rationale for including the analysis of narrative elements in business addresses in their language teaching in order to encourage critical thinking in learners. By studying these elements, and the rhetorical function of the narrative in particular, students can become more…

What the Stories Children Tell Can Tell about Their Memory: Narrative Skill and Young Children's Suggestibility

Science.gov (United States)

Kulkofsky, Sarah; Klemfuss, J. Zoe

2008-01-01

The authors examined the relation between children's narrative ability, which has been identified as an important contributor to memory development, and suggestibility. Across 2 studies, a total of 112 preschool-aged children witnessed a staged event and were subsequently questioned suggestively. Results from Study 1 indicated that children's…

Health visitor education for today's Britain: Messages from a narrative review of the health visitor literature.

Science.gov (United States)

Malone, Mary; Whittaker, Karen A; Cowley, Sarah; Ezhova, Ivanka; Maben, Jill

2016-09-01

This paper draws on a narrative review of the literature, commissioned to support the Health Visitor Implementation Plan, and aimed at identifying messages about the knowledge, skills, and abilities needed by health visitors to work within the current system of health care provision. The scoping study and narrative review used three complementary approaches: a broad search, a structured search, and a seminal paper search to identify empirical papers from the health visitor literature for review. The key inclusion criteria were messages of relevance for practice. 378 papers were reviewed. These included empirical papers from the United Kingdom (UK) from 2004 to February 2012, older research identified in the seminal paper search and international literature from 2000 to January 2016. The review papers were read by members of the multidisciplinary research team which included health visitor academics, social scientists, and a clinical psychologist managed the international literature. Thematic content analysis was used to identify main messages. These were tabulated and shared between researchers in order to compare emergent findings and to confirm dominant themes. The analysis identified an 'orientation to practice' based on salutogenesis (health creation), human valuing (person-centred care), and viewing the person in situation (human ecology) as the aspirational core of health visitors' work. This was realised through home visiting, needs assessment, and relationship formation at different levels of service provision. A wide range of knowledge, skills, and abilities were required, including knowledge of health as a process and skills in engagement, building trust, and making professional judgments. These are currently difficult to impart within a 45week health visitor programme and are facilitated through ad hoc post-registration education and training. The international literature reported both similarities and differences between the working practices of health

Busting the myth of low-skilled workers

DEFF Research Database (Denmark)

Cort, Pia; Mariager-Anderson, Kristina; Thomsen, Rie

2017-01-01

and the role of structure to low-skilledness. The narratives open up issues of power and the historical arbitrary distinctions between skilled and unskilled in the Danish labour market. It opens up for how the educational structures produce low-skilled people, especially in the transition from basic vocational...... education and training into an apprenticeship. The article points to the narrow focus of policies on the supply side of lifelong learning and less on the demand side of a needy global labour market in which precarious jobs are no longer limited to low-skilled. The article draws on Bacchi's 'What......In the EU, ambitious objectives have been set for education and training since the adoption of the Lisbon Agenda in 2000. The policies aim among other things to empower the individual through participation in lifelong learning which is seen as both a right and a duty: People need to want...

Post-traumatic stress disorder and opioid use disorder: A narrative review of conceptual models.

Science.gov (United States)

Danovitch, Itai

2016-01-01

Post-traumatic stress disorder is highly prevalent among individuals who suffer from opioid use disorder. Compared to individuals with opioid use disorder alone, those with post-traumatic stress disorder have a worse course of illness, occupational functioning, and physical health. The neurobiological pathways underlying each disorder overlap substantially, and there are multiple pathways through which these disorders may interact. This narrative review explores evidence underpinning 3 explanatory perspectives on comorbid post-traumatic stress disorder and opioid use disorder: The opioid susceptibility model (a.k.a.: the Self-Medication Hypothesis), the post-traumatic stress disorder susceptibility model, and the common factors model. Diagnostic implications, treatment implications, and directions for future research are discussed.

Teaching about Narrative.

Science.gov (United States)

Davies, Gill

1978-01-01

Raises issues involved in the study and teaching of narrative, with reference to both literature and film. Considers the function of realism in narrative fiction and the teaching of theory and practice of those writers and filmmakers who have challenged the realist text by alternative strategies. (JMF)

Experiential narrative in game environments

OpenAIRE

Calleja, Gordon; Digital Games Research Association (DiGRA) 2009 Conference

2009-01-01

This paper explores the contentious notion of experiential narrative and proposes the first step in a narrative framework for game environment. It argues for a shift in emphasis from story-telling, the dominant mode of narrative in literature and cinema, to story generation. To this effect the paper forwards a perspective on experiential narrative that is grounded in the specific qualities of the game. This avoids the over-generalization that tends to accompany discussions of experiential nar...

CNTRO: A Semantic Web Ontology for Temporal Relation Inferencing in Clinical Narratives.

Science.gov (United States)

Tao, Cui; Wei, Wei-Qi; Solbrig, Harold R; Savova, Guergana; Chute, Christopher G

2010-11-13

Using Semantic-Web specifications to represent temporal information in clinical narratives is an important step for temporal reasoning and answering time-oriented queries. Existing temporal models are either not compatible with the powerful reasoning tools developed for the Semantic Web, or designed only for structured clinical data and therefore are not ready to be applied on natural-language-based clinical narrative reports directly. We have developed a Semantic-Web ontology which is called Clinical Narrative Temporal Relation ontology. Using this ontology, temporal information in clinical narratives can be represented as RDF (Resource Description Framework) triples. More temporal information and relations can then be inferred by Semantic-Web based reasoning tools. Experimental results show that this ontology can represent temporal information in real clinical narratives successfully.

Exploring the Experiences of Living With Stroke Through Narrative

Directory of Open Access Journals (Sweden)

Nasrin Nasr

2016-04-01

Full Text Available Chronic illness models are normally used to explain and predict the experience of living with a long-term condition. The aim of this study was to present the findings of narrative interviews with stroke survivors and their family carers to understand their experiences of stroke. We interviewed five people with stroke and three family carers from the United Kingdom. We used thematic analysis to generate themes from their narrative accounts and then linked them to broader theoretical perspectives while influenced by the concept of reinterpretation of life. The narrative accounts of participants are mainly structured based on how their changed bodies poststroke changed their identities and roles and consequently their relationships with others. In this study, we underline the need for using methods like narrative to explain strategies that people use to make sense of their experiences of living with a long-term condition such as stroke.

Exploring the Experiences of Living With Stroke Through Narrative

Science.gov (United States)

Nasr, Nasrin; Mawson, Susan; Wright, Peter; Parker, Jack; Mountain, Gail

2016-01-01

Chronic illness models are normally used to explain and predict the experience of living with a long-term condition. The aim of this study was to present the findings of narrative interviews with stroke survivors and their family carers to understand their experiences of stroke. We interviewed five people with stroke and three family carers from the United Kingdom. We used thematic analysis to generate themes from their narrative accounts and then linked them to broader theoretical perspectives while influenced by the concept of reinterpretation of life. The narrative accounts of participants are mainly structured based on how their changed bodies poststroke changed their identities and roles and consequently their relationships with others. In this study, we underline the need for using methods like narrative to explain strategies that people use to make sense of their experiences of living with a long-term condition such as stroke. PMID:28462337

Thickening Thin Narratives: A Feminist Narrative Conceptualization of Male Anorexia Nervosa

Directory of Open Access Journals (Sweden)

David King

2013-01-01

Full Text Available The purpose of this article is to conceptualize a feminist narrative approach to male anorexia nervosa (MAN. Both narrative and feminist theories have been utilized to enrich the discourse of AN among women. An unintended result of this primary focus on women’s experiences has been a limited focus on the experiences of men with AN. This article will explore a contemporary social discourse on masculinity, why some men utilize AN as a means of attaining the ideals put forth through such discourse, and how a feminist narrative approach can be applied to working with men struggling with AN.

The process of self-regulation in adolescents: A narrative approach.

Science.gov (United States)

Conover, Kelly; Daiute, Colette

2017-06-01

This qualitative study utilized a narrative approach to explore the process of self-regulation in adolescents and to examine the functions of various relational genres on psychological state and context expressions in this process. Nineteen participants, who live in high-risk settings were recruited from a youth development and life skills program located at an urban public high school in the United States. The goal of this project is to craft a process method for research and practice on adolescents' self-regulation while providing evidence for self-regulation being a complex process. This research uses an exploratory study design with a narrative approach, utilizing text message based activities in the method. Findings from the plot analysis suggest that for adolescents, the process of self-regulation begins as highly emotional and then becomes a more emotionally and cognitively balanced process. In addition, adolescents utilize different strategies to resolve conflict situations across different contexts and relational genres. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Empoderamiento comunicacional: competencias narrativas de los sujetos Communicative Empowerment: Narrative Skills of the Subjects

Directory of Open Access Journals (Sweden)

Claudio Avendaño Ruz

2011-03-01

particular, has experienced a process of changing its formats and expressive content by delivering interactivity, facilitating the expression of subjects by means of different technological devices. So from the perspective of the subject, it is observed that the new technological devices and their new grammars are utilized provided they contribute with meaning to his daily practice and biographical trajectory. Nevertheless, digital inclusion policies have focused only on maximizing access to equipment and digital literacy associated to technology applications and not to the narrative skills of the subjects. It is therefore necessary to generate new concepts that allow new methodological guidelines, in communication and education academic processes, to promote the use of new emerging digital spaces for communicational empowered citizens, that is, from competent to tell (expressive skills to more specifically, tell oneself (as an individual and tell us (collectively. Finally, these will be the expressive spaces of the new television with citizen´s expressions, fostered by converging elements of digital technology.

Children's Cognitive and Affective Responses About a Narrative Versus a Non-Narrative Cartoon Designed for an Active Videogame.

Science.gov (United States)

Fernandes Davies, Vanessa; Mafra, Rafaella; Beltran, Alicia; Baranowski, Thomas; Lu, Amy Shirong

2016-04-01

This article presents the results of interviews conducted with children regarding their cognitive and affective responses toward a narrative and a non-narrative cartoon. The findings will be used to further explore the role of a narrative in motivating continued active videogame play. Twenty children (8-11 years old of mixed gender) watched two cartoons (narrative and non-narrative) and were subsequently interviewed. A thematic matrix was used to analyze the interviews. The narrative cartoon (n = 11) was only slightly preferred compared with the non-narrative one (n = 9), with little difference among the participants. The theme categories identified during the analyses were plot, characters, and suggestions. The fight scenes were mentioned by the children as a likeable aspect of the narrative cartoon. In the non-narrative cartoon, the vast majority (n = 17) liked the information about physical activity that was provided. The children enjoyed the appearance and personalities of the characters in both cartoons. A discrepancy in the data about the fight scenes (narrative cartoon) and characters (both cartoons) was found among the female participants (i.e., some girls did not like the fight and thought the characters were too aggressive). However, most of the children wanted to see more action in the story, an increase in the number of fight scenes (narrative cartoon), or more information about exercise and examples of exercises they could do (non-narrative cartoon). They also suggested adding a game to the non-narrative cartoon, including more characters, and improving the animation in both cartoons. The children preferred the narrative cartoon because of the story and the fight. Some gender differences were found, which further studies should investigate.

MJO prediction skill of the subseasonal-to-seasonal (S2S) prediction models

Science.gov (United States)

Son, S. W.; Lim, Y.; Kim, D.

2017-12-01

The Madden-Julian Oscillation (MJO), the dominant mode of tropical intraseasonal variability, provides the primary source of tropical and extratropical predictability on subseasonal to seasonal timescales. To better understand its predictability, this study conducts quantitative evaluation of MJO prediction skill in the state-of-the-art operational models participating in the subseasonal-to-seasonal (S2S) prediction project. Based on bivariate correlation coefficient of 0.5, the S2S models exhibit MJO prediction skill ranging from 12 to 36 days. These prediction skills are affected by both the MJO amplitude and phase errors, the latter becoming more important with forecast lead times. Consistent with previous studies, the MJO events with stronger initial amplitude are typically better predicted. However, essentially no sensitivity to the initial MJO phase is observed. Overall MJO prediction skill and its inter-model spread are further related with the model mean biases in moisture fields and longwave cloud-radiation feedbacks. In most models, a dry bias quickly builds up in the deep tropics, especially across the Maritime Continent, weakening horizontal moisture gradient. This likely dampens the organization and propagation of MJO. Most S2S models also underestimate the longwave cloud-radiation feedbacks in the tropics, which may affect the maintenance of the MJO convective envelop. In general, the models with a smaller bias in horizontal moisture gradient and longwave cloud-radiation feedbacks show a higher MJO prediction skill, suggesting that improving those processes would enhance MJO prediction skill.

Stories we tell one another: narrative reflection and the art of oncology.

Science.gov (United States)

Steensma, David P

2013-01-01

Storytelling is a deeply human act-ancient, universal, and familiar. But in this data-driven "Information Age," is there still room for narrative? As oncologists, we often feel overclocked, increasingly forced to microtask and live by the business world's mantra of "faster, cheaper, better," while our carefully honed humanistic clinical skills are coldly commoditized into Relative Value Units, our aptitude measured with tools that emphasize form over substance. In such an environment, can we still afford the inefficiency of anecdotes? Some might argue that we no longer need patient and physician narratives to inform care; instead, accurate molecular subtyping of tumors, good pharmaceutical agents, and rigorous clinical trial results are enough. Yet stories and reflections about being a doctor or being a patient remain important and instructive even in this era of molecular cancer medicine, even in the face of our increasing reliance on high-tech diagnostics and narrowly targeted smart therapeutics. Amid the pressures of rapidly changing practice patterns and the daily emotional challenges of working with seriously ill and dying patients, the acts of reflection and storytelling can also help keep us sane. Here I discuss the persistent importance of narrative in the context of the "Art of Oncology" forum of the Journal of Clinical Oncology.

Narrative Medicine perspectives on patient identity and integrative care in neuro-oncology.

Science.gov (United States)

Slocum, Robert B; Howard, Tracy A; Villano, John L

2017-09-01

Narrative Medicine sessions can encourage patients to rediscover personal identity and meaning by telling or writing their stories. We explored this process to improve care and quality of life for brain cancer patients in an academic neuro-oncology program. Brain cancer and its treatments may threaten a patient's quality of life and sense of self in many ways, including impaired cognitive skills, loss of memory, reduced coordination, and limited capacity for self-expression. The impact of symptoms and side effects on quality of life must be evaluated in terms of each patient's identity and may be understood in terms of each patient's story. Insights from Narrative Medicine visits may also be helpful for the treatment team as they seek to assess patient needs, attitudes, and abilities. We provide case-based histories demonstrating applications of Narrative Medicine in the care of patients with brain tumors whose sense of self and quality of life are challenged. The cases include managing frontal lobe syndrome of loss of initiative and pervasive emotional apathy with his wife and young children, regaining a meaningful activity in a patient, re-establishing self-identity in a young woman with ependymoma, and improving spells with coexistent epilepsy and psychogenic non-epileptic seizures (PNES).

Narrative Constructions for the Organization of Self Experience: Proof of Concept via Embodied Robotics.

Science.gov (United States)

Mealier, Anne-Laure; Pointeau, Gregoire; Mirliaz, Solène; Ogawa, Kenji; Finlayson, Mark; Dominey, Peter F

2017-01-01

It has been proposed that starting from meaning that the child derives directly from shared experience with others, adult narrative enriches this meaning and its structure, providing causal links between unseen intentional states and actions. This would require a means for representing meaning from experience-a situation model-and a mechanism that allows information to be extracted from sentences and mapped onto the situation model that has been derived from experience, thus enriching that representation. We present a hypothesis and theory concerning how the language processing infrastructure for grammatical constructions can naturally be extended to narrative constructions to provide a mechanism for using language to enrich meaning derived from physical experience. Toward this aim, the grammatical construction models are augmented with additional structures for representing relations between events across sentences. Simulation results demonstrate proof of concept for how the narrative construction model supports multiple successive levels of meaning creation which allows the system to learn about the intentionality of mental states, and argument substitution which allows extensions to metaphorical language and analogical problem solving. Cross-linguistic validity of the system is demonstrated in Japanese. The narrative construction model is then integrated into the cognitive system of a humanoid robot that provides the memory systems and world-interaction required for representing meaning in a situation model. In this context proof of concept is demonstrated for how the system enriches meaning in the situation model that has been directly derived from experience. In terms of links to empirical data, the model predicts strong usage based effects: that is, that the narrative constructions used by children will be highly correlated with those that they experience. It also relies on the notion of narrative or discourse function words. Both of these are validated in

Automatic generation of nursing narratives from entity-attribute-value triplet for electronic nursing records system.

Science.gov (United States)

Min, Yul Ha; Park, Hyeoun-Ae; Lee, Joo Yun; Jo, Soo Jung; Jeon, Eunjoo; Byeon, Namsoo; Choi, Seung Yong; Chung, Eunja

2014-01-01

The aim of this study is to develop and evaluate a natural language generation system to populate nursing narratives using detailed clinical models. Semantic, contextual, and syntactical knowledges were extracted. A natural language generation system linking these knowledges was developed. The quality of generated nursing narratives was evaluated by the three nurse experts using a five-point rating scale. With 82 detailed clinical models, in total 66,888 nursing narratives in four different types of statement were generated. The mean scores for overall quality was 4.66, for content 4.60, for grammaticality 4.40, for writing style 4.13, and for correctness 4.60. The system developed in this study generated nursing narratives with different levels of granularity. The generated nursing narratives can improve semantic interoperability of nursing data documented in nursing records.

Video modeling by experts with video feedback to enhance gymnastics skills.

Science.gov (United States)

Boyer, Eva; Miltenberger, Raymond G; Batsche, Catherine; Fogel, Victoria

2009-01-01

The effects of combining video modeling by experts with video feedback were analyzed with 4 female competitive gymnasts (7 to 10 years old) in a multiple baseline design across behaviors. During the intervention, after the gymnast performed a specific gymnastics skill, she viewed a video segment showing an expert gymnast performing the same skill and then viewed a video replay of her own performance of the skill. The results showed that all gymnasts demonstrated improved performance across three gymnastics skills following exposure to the intervention.

L1-L2 Transfer in the Narrative Styles of Chinese EFL Learners' Written Personal Narratives

Science.gov (United States)

Su, I-Ru; Chou, Yi-Chun

2016-01-01

Most of the research on second language (L2) narratives has focused on whether or how L2 learners carry their L1 narrative styles into L2 narration; few studies have explored whether L2 learners' knowledge of the L2 also in turn affects their L1 narrative performance. The present study attempted to probe the issue of cultural transfer in narrative…

Do Live versus Audio-Recorded Narrative Stimuli Influence Young Children's Narrative Comprehension and Retell Quality?

Science.gov (United States)

Kim, Young-Suk Grace

2016-01-01

Purpose: The primary aim of the present study was to examine whether different ways of presenting narrative stimuli (i.e., live narrative stimuli versus audio-recorded narrative stimuli) influence children's performances on narrative comprehension and oral-retell quality. Method: Children in kindergarten (n = 54), second grade (n = 74), and fourth…

Processing and memory of information presented in narrative or expository texts.

Science.gov (United States)

Wolfe, Michael B W; Woodwyk, Joshua M

2010-09-01

Previous research suggests that narrative and expository texts differ in the extent to which they prompt students to integrate to-be-learned content with relevant prior knowledge during comprehension. We expand on previous research by examining on-line processing and representation in memory of to-be-learned content that is embedded in narrative or expository texts. We are particularly interested in how differences in the use of relevant prior knowledge leads to differences in terms of levels of discourse representation (textbase vs. situation model). A total of 61 university undergraduates in Expt 1, and 160 in Expt 2. In Expt 1, subjects thought out loud while comprehending circulatory system content embedded in a narrative or expository text, followed by free recall of text content. In Expt 2, subjects read silently and completed a sentence recognition task to assess memory. In Expt 1, subjects made more associations to prior knowledge while reading the expository text, and recalled more content. Content recall was also correlated with amount of relevant prior knowledge for subjects who read the expository text but not the narrative text. In Expt 2, subjects reading the expository text (compared to the narrative text) had a weaker textbase representation of the to-be-learned content, but a marginally stronger situation model. Results suggest that in terms of to-be-learned content, expository texts trigger students to utilize relevant prior knowledge more than narrative texts.

Do narrative engagement and recipients’ thoughts explain the impact of an entertainment-education narrative on discouraging binge drinking?

NARCIS (Netherlands)

van Leeuwen, L.; van den Putte, B.; Renes, R.J.; Leeuwis, C.

2017-01-01

Previous research suggests that narrative engagement (NE) in entertainment-education (E-E) narratives reduces counterarguing, thereby leading to E-E impact on behavior. It is, however, unclear how different NE processes (narrative understanding, attentional focus, emotional engagement, narrative

The heart of the story: peripheral physiology during narrative exposure predicts charitable giving.

Science.gov (United States)

Barraza, Jorge A; Alexander, Veronika; Beavin, Laura E; Terris, Elizabeth T; Zak, Paul J

2015-02-01

Emotionally laden narratives are often used as persuasive appeals by charitable organizations. Physiological responses to a narrative may explain why some people respond to an appeal while others do not. In this study we tested whether autonomic and hormonal activity during a narrative predict subsequent narrative influence via charitable giving. Participants viewed a brief story of a father's experience with his 2-year-old son who has terminal cancer. After the story, participants were presented with an opportunity to donate some of their study earnings to a related charity. Measures derived from cardiac and electrodermal activity, including HF-HRV, significantly predicted donor status. Time-series GARCH models of physiology during the narrative further differentiated donors from non-donors. Moreover, cardiac activity and experienced concern were found to covary from moment-to-moment across the narrative. Our findings indicate that the physiological response to a stimulus, herein a narrative, can predict influence as indexed by stimulus-related behavior. Copyright © 2015 Elsevier B.V. All rights reserved.

An information-motivation-behavioral skills model of adherence to antiretroviral therapy.

Science.gov (United States)

Fisher, Jeffrey D; Fisher, William A; Amico, K Rivet; Harman, Jennifer J

2006-07-01

HIV-positive persons who do not maintain consistently high levels of adherence to often complex and toxic highly active antiretroviral therapy (HAART) regimens may experience therapeutic failure and deterioration of health status and may develop multidrug-resistant HIV that can be transmitted to uninfected others. The current analysis conceptualizes social and psychological determinants of adherence to HAART among HIV-positive individuals. The authors propose an information-motivation-behavioral skills (IMB) model of HAART adherence that assumes that adherence-related information, motivation, and behavioral skills are fundamental determinants of adherence to HAART. According to the model, adherence-related information and motivation work through adherence-related behavioral skills to affect adherence to HAART. Empirical support for the IMB model of adherence is presented, and its application in adherence-promotion intervention efforts is discussed.

Theorising Narrative in Business History

DEFF Research Database (Denmark)

Mordhorst, Mads; Schwarzkopf, Stefan

2017-01-01

’ of the 1970s. It then compares the different conceptualisations of narrative analysis that have emerged in historical research and in management and organisational studies. Finally, this introduction points out various ways in which business history can become enriched if its practitioners become more aware......This article, and the special issue that it introduces, encourages business historians to reflect on the narrative nature of the work they produce. The articles provides an overview of how and why narratives came to occupy such a prominent status during the linguistic and narrative ‘turns...

Effectiveness of Video Modeling Provided by Mothers in Teaching Play Skills to Children with Autism

Science.gov (United States)

Besler, Fatma; Kurt, Onur

2016-01-01

Video modeling is an evidence-based practice that can be used to provide instruction to individuals with autism. Studies show that this instructional practice is effective in teaching many types of skills such as self-help skills, social skills, and academic skills. However, in previous studies, videos used in the video modeling process were…

Visual Narrative Structure

Science.gov (United States)

Cohn, Neil

2013-01-01

Narratives are an integral part of human expression. In the graphic form, they range from cave paintings to Egyptian hieroglyphics, from the Bayeux Tapestry to modern day comic books (Kunzle, 1973; McCloud, 1993). Yet not much research has addressed the structure and comprehension of narrative images, for example, how do people create meaning out…

A Narrative Lens for Financial Communication

DEFF Research Database (Denmark)

Musacchio Adorisio, Anna Linda

2015-01-01

In this paper I will discuss the possibility offered by the “linguistic turn” for narrative research in the realm of financial communication. I will propose three categories by which a narrative interpretive approach can be applied to financial communication: narrative-as-artifacts, narrative......-as-practice and narrative-as-method. Such a constitutive communication approach challenges a mechanistic and functionalist view of communication as a tool to represent social realities in favor of an interpretive view that could remain sensitive to the production and reproduction of meaning by the actors involved....

Narrative konstruktioner

DEFF Research Database (Denmark)

Kristiansen, Claus Krogholm

The dissertation deals with narrative as a cognitive structure - as a way of handling experience in the modern world. The question is: What is man when he is not created in god's image. Some recent scandinavian novels are analysed as examples.......The dissertation deals with narrative as a cognitive structure - as a way of handling experience in the modern world. The question is: What is man when he is not created in god's image. Some recent scandinavian novels are analysed as examples....

Evaluating Forecasts, Narratives and Policy Using a Test of Invariance

Directory of Open Access Journals (Sweden)

Jennifer L. Castle

2017-09-01

Full Text Available Economic policy agencies produce forecasts with accompanying narratives, and base policy changes on the resulting anticipated developments in the target variables. Systematic forecast failure, defined as large, persistent deviations of the outturns from the numerical forecasts, can make the associated narrative false, which would in turn question the validity of the entailed policy implementation. We establish when systematic forecast failure entails failure of the accompanying narrative, which we call forediction failure, and when that in turn implies policy invalidity. Most policy regime changes involve location shifts, which can induce forediction failure unless the policy variable is super exogenous in the policy model. We propose a step-indicator saturation test to check in advance for invariance to policy changes. Systematic forecast failure, or a lack of invariance, previously justified by narratives reveals such stories to be economic fiction.

Levels of narrative analysis in health psychology.

Science.gov (United States)

Murray, M

2000-05-01

The past 10-15 years have seen a rapid increase in the study of narrative across all the social sciences. It is sometimes assumed that narrative has the same meaning irrespective of the context in which it is expressed. This article considers different levels of narrative analysis within health psychology. Specifically, it considers the character of health and illness narratives as a function of the personal, interpersonal, positional and societal levels of analysis. At the personal level of analysis narratives are portrayed as expressions of the lived experience of the narrator. At the interpersonal level of analysis the narrative is one that is co-created in dialogue. At the positional level of analysis the analysis considers the differences in social position between the narrator and the listener. The societal level of analysis is concerned with the socially shared stories that are characteristic of certain communities or societies. The challenge is to articulate the connections between these different levels of narrative analysis and to develop strategies to promote emancipatory narratives.

Narrative Constructions for the Organization of Self Experience: Proof of Concept via Embodied Robotics

Directory of Open Access Journals (Sweden)

Anne-Laure Mealier

2017-08-01

Full Text Available It has been proposed that starting from meaning that the child derives directly from shared experience with others, adult narrative enriches this meaning and its structure, providing causal links between unseen intentional states and actions. This would require a means for representing meaning from experience—a situation model—and a mechanism that allows information to be extracted from sentences and mapped onto the situation model that has been derived from experience, thus enriching that representation. We present a hypothesis and theory concerning how the language processing infrastructure for grammatical constructions can naturally be extended to narrative constructions to provide a mechanism for using language to enrich meaning derived from physical experience. Toward this aim, the grammatical construction models are augmented with additional structures for representing relations between events across sentences. Simulation results demonstrate proof of concept for how the narrative construction model supports multiple successive levels of meaning creation which allows the system to learn about the intentionality of mental states, and argument substitution which allows extensions to metaphorical language and analogical problem solving. Cross-linguistic validity of the system is demonstrated in Japanese. The narrative construction model is then integrated into the cognitive system of a humanoid robot that provides the memory systems and world-interaction required for representing meaning in a situation model. In this context proof of concept is demonstrated for how the system enriches meaning in the situation model that has been directly derived from experience. In terms of links to empirical data, the model predicts strong usage based effects: that is, that the narrative constructions used by children will be highly correlated with those that they experience. It also relies on the notion of narrative or discourse function words. Both of

Narrative Constructions for the Organization of Self Experience: Proof of Concept via Embodied Robotics

Science.gov (United States)

Mealier, Anne-Laure; Pointeau, Gregoire; Mirliaz, Solène; Ogawa, Kenji; Finlayson, Mark; Dominey, Peter F.

2017-01-01

It has been proposed that starting from meaning that the child derives directly from shared experience with others, adult narrative enriches this meaning and its structure, providing causal links between unseen intentional states and actions. This would require a means for representing meaning from experience—a situation model—and a mechanism that allows information to be extracted from sentences and mapped onto the situation model that has been derived from experience, thus enriching that representation. We present a hypothesis and theory concerning how the language processing infrastructure for grammatical constructions can naturally be extended to narrative constructions to provide a mechanism for using language to enrich meaning derived from physical experience. Toward this aim, the grammatical construction models are augmented with additional structures for representing relations between events across sentences. Simulation results demonstrate proof of concept for how the narrative construction model supports multiple successive levels of meaning creation which allows the system to learn about the intentionality of mental states, and argument substitution which allows extensions to metaphorical language and analogical problem solving. Cross-linguistic validity of the system is demonstrated in Japanese. The narrative construction model is then integrated into the cognitive system of a humanoid robot that provides the memory systems and world-interaction required for representing meaning in a situation model. In this context proof of concept is demonstrated for how the system enriches meaning in the situation model that has been directly derived from experience. In terms of links to empirical data, the model predicts strong usage based effects: that is, that the narrative constructions used by children will be highly correlated with those that they experience. It also relies on the notion of narrative or discourse function words. Both of these are validated

The role of non-technical skills in surgery

Directory of Open Access Journals (Sweden)

Riaz A. Agha

2015-12-01

This narrative review used a number of sources including written and online, there was no specific search strategy of defined databases. Modern surgical practice requires; technical and non-technical skills, evidence-based practice, an emphasis on lifelong learning, monitoring of outcomes and a supportive institutional and health service framework. Finally these requirements need to be combined with a number of personal and professional values including integrity, professionalism and compassionate, patient-centred care.

Constructing and Reconstructing Narrative Identity

Directory of Open Access Journals (Sweden)

Gabriele Lucius-Hoene

2000-06-01

Full Text Available The research work done by the author investigates a phenomenological field—the subjective experience of chronic illness and disability—by means of a specific research instrument, the autobiographical narrative interview. It focuses on the concept of narrative identity and its empirical substrate in the scientifically generated texts. Narrative identity is regarded as a situated, pragmatic, autoepistemic and interactive activity drawing on culturally transmitted narrative conventions which is performed within the research context. We have been working with a systematic analytic approach which covers interactive and contextual aspects of the interview situation as well as rhetoric and positioning strategies in the act of telling. Other research questions concern the concept of "narrative coping" and the comparison of partner's narratives on problems of illness and disability, especially on scrutinizing aspects of identity and alterity (self and other in the texts. This work can be understood as combining aspects of the research domains of narratology, identity and coping on the background of a qualitative methodology. URN: urn:nbn:de:0114-fqs0002189

The effectiveness of CCDSR learning model to improve skills of creating lesson plan and worksheet science process skill (SPS) for pre-service physics teacher

Science.gov (United States)

Limatahu, I.; Suyatno; Wasis; Prahani, B. K.

2018-03-01

In the previous research, CCDSR (Condition, Construction, Development, Simulation, and Reflection) learning model has been developed to improve science process skills for pre-service physics teacher. This research is aimed to analyze the effectiveness of CCDSR learning model towards the improvement skills of creating lesson plan and worksheet of Science Process Skill (SPS) for pre-service physics teacher in academic year 2016/2017. This research used one group pre-test and post-test design on 12 pre-service physics teacher at Physics Education, University of Khairun. Data collection was conducted through test and observation. Creating lesson plan and worksheet SPS skills of pre-service physics teacher measurement were conducted through Science Process Skill Evaluation Sheet (SPSES). The data analysis technique was done by Wilcoxon t-test and n-gain. The CCDSR learning model consists of 5 phases, including (1) Condition, (2) Construction, (3) Development, (4) Simulation, and (5) Reflection. The results showed that there was a significant increase in creating lesson plan and worksheet SPS skills of pre-service physics teacher at α = 5% and n-gain average of moderate category. Thus, the CCDSR learning model is effective for improving skills of creating lesson plan and worksheet SPS for pre-service physics teacher.

Valuing narrative in the care of older people: a framework of narrative practice for older adult residential care settings.

Science.gov (United States)

Buckley, Catherine; McCormack, Brendan; Ryan, Assumpta

2014-09-01

To report on the development of a framework of narrative practice, in residential care settings for older people. Residential care settings for older people provide care for people who are no longer able to live in their own home. To date, the impact and structure of nursing practice on care provision in these settings has proved difficult to conceptualise within a specific nursing theory framework. A hermeneutic approach incorporating narrative methods was used. Forty-six narrative interviews with older people in residential care were secondary-analysed for key themes through a three-stage process: by the first author, four focus groups of 12 clinical nurse managers and two independent experts. Themes were also derived from a focus group of eight residents who explored person-centredness and narrative. Finally, the combined findings were used to derive a single set of themes. The secondary data analysis process led to the development of a framework of narrative practice for the care of older people in residential settings. The framework is influenced by narrative enquiry, person-centred practice and practice development. It has four pillars, prerequisites, care processes, care environment and narrative aspects of care. To operationalise the framework of narrative practice, three narrative elements, narrative knowing, narrative being and narrative doing, need to be considered. Working with the foundational pillars and the narrative elements would enable staff to 'work in a storied way' and provide person-centred outcomes and a narrative informed philosophy of care for older adults in residential care. This framework provides nurses with a template that confirms the identity of the older person taking account of their biography. The framework outlines an approach that provides staff with a template on how to provide person-centred care in a narrative way. © 2013 John Wiley & Sons Ltd.

Self-defining memories, scripts, and the life story: narrative identity in personality and psychotherapy.

Science.gov (United States)

Singer, Jefferson A; Blagov, Pavel; Berry, Meredith; Oost, Kathryn M

2013-12-01

An integrative model of narrative identity builds on a dual memory system that draws on episodic memory and a long-term self to generate autobiographical memories. Autobiographical memories related to critical goals in a lifetime period lead to life-story memories, which in turn become self-defining memories when linked to an individual's enduring concerns. Self-defining memories that share repetitive emotion-outcome sequences yield narrative scripts, abstracted templates that filter cognitive-affective processing. The life story is the individual's overarching narrative that provides unity and purpose over the life course. Healthy narrative identity combines memory specificity with adaptive meaning-making to achieve insight and well-being, as demonstrated through a literature review of personality and clinical research, as well as new findings from our own research program. A clinical case study drawing on this narrative identity model is also presented with implications for treatment and research. © 2012 Wiley Periodicals, Inc.

The Effect of Digital Storytelling in Improving the Third Graders' Writing Skills

Science.gov (United States)

Yamac, Ahmet; Ulusoy, Mustafa

2016-01-01

The aim of this action research was to investigate the effects of digital storytelling in improving the writing skills of third grade students enrolled in rural primary schools. The writing performances of the students were measured before and after the teaching procedures of digital storytelling. Then, the process of narrative writing with…

Narrative Realities and Optimal Entropy

OpenAIRE

Jones, Derek

2017-01-01

This talk will focus on cognitive processes between conscious and subconscious awareness in order to present a slightly different definition of narrative. Rather than simply accepting that narrative is a conscious selection of stories subject to bias, I will argue that biases are the primary structure of narrative and that their success is explained in painfully simple terms.

From a Narrative of Suffering towards a Narrative of Growth: Norwegian History Textbooks in the Inter-War Period

Science.gov (United States)

Hovland, Brit Marie

2013-01-01

The article discusses changes and revisions of the Norwegian official Grand Narrative, as portrayed in primary school history textbooks. The selected corpus of textbooks of 1885-1940 shows narrative and historiographical changes supporting a hypothesis of a development from a "Narrative of Suffering" towards a "Narrative of…

The effects of narrative versus non-narrative information in school health education about alcohol drinking for low educated adolescents.

Science.gov (United States)

Zebregs, Simon; van den Putte, Bas; de Graaf, Anneke; Lammers, Jeroen; Neijens, Peter

2015-10-23

Traditionally most health education materials are written in an expository non-narrative format. Scholars have argued that the effectiveness of materials may increase when these texts are replaced by narrative texts, and that the non-narrative texts should be replaced by narrative texts. However, no previous studies have tested these claims in the context of school health education for low educated adolescents. This study aims to do so for an existing preventive health education intervention about alcohol for low educated adolescents. Based on the empirical findings of previous studies, it is expected that the claims about narratives being more effective than non-narrative texts are not true for effects on knowledge. Instead non-narrative texts are expected to have a stronger impact on this outcome variable. For attitude towards alcohol and intention to drink alcohol the claims are expected to be true, because participants are expected to be less aware of the persuasive intent of the narrative texts, which would make them less resistant. As a result, narrative texts are expected to have a stronger effect on attitude and intention. This study compares the effects on knowledge, attitude towards alcohol, and intention to drink alcohol of both information formats in a two-condition (non-narrative vs. narrative information) experiment with repeated measures (pre-measurement, immediate post-measurement, and delayed post-measurement). The experiment was conducted amongst 296 students of the two lowest levels of the Dutch secondary education system. The results showed immediate effects on knowledge and attitude towards alcohol, which did not differ between conditions and school levels. These effects did not persist over time. There were no effects on intention to drink alcohol. It is concluded non-narrative and narrative information are equally effective in the context of school health education, suggesting the claims that scholars have made about the superior effects of

Self-narrative reconstruction in emotion-focused therapy: A preliminary task analysis.

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Cunha, Carla; Mendes, Inês; Ribeiro, António P; Angus, Lynne; Greenberg, Leslie S; Gonçalves, Miguel M

2017-11-01

This research explored the consolidation phase of emotion-focused therapy (EFT) for depression and studies-through a task-analysis method-how client-therapist dyads evolved from the exploration of the problem to self-narrative reconstruction. Innovative moments (IMs) were used to situate the process of self-narrative reconstruction within sessions, particularly through reconceptualization and performing change IMs. We contrasted the observation of these occurrences with a rational model of self-narrative reconstruction, previously built. This study presents the rational model and the revised rational-empirical model of the self-narrative reconstruction task in three EFT dyads, suggesting nine steps necessary for task resolution: (1) Explicit recognition of differences in the present and steps in the path of change; (2) Development of a meta-perspective contrast between present self and past self; (3) Amplification of contrast in the self; (4) A positive appreciation of changes is conveyed; (5) Occurrence of feelings of empowerment, competence, and mastery; (6) Reference to difficulties still present; (7) Emphasis on the loss of centrality of the problem; (8) Perception of change as a gradual, developing process; and (9) Reference to projects, experiences of change, or elaboration of new plans. Central aspects of therapist activity in facilitating the client's progression along these nine steps are also elaborated.

The relationship between oral and written narratives: A three-year longitudinal study of narrative cohesion, coherence, and structure.

Science.gov (United States)

Pinto, Giuliana; Tarchi, Christian; Bigozzi, Lucia

2015-12-01

The relationship between oral language and the writing process at early acquisition stages and the ways the former can enhance or limit the latter has not been researched extensively. The predictive relationship between kindergarten oral narrative competence and the first- and second-grade written narrative competence was explored in a 3-year longitudinal study. Among the first and second graders, the relationship between orthographic competence and narrative competence in written productions was also analysed. One hundred and nine Italian children participated in this study. Kindergarteners produced an oral narrative, whereas the first and second graders produced a written narrative. The oral and written narratives were analysed in terms of cohesion, coherence, and structure. The first-grade orthographic competence was assessed via a dictation task. Multiple linear regression and mediational analyses were performed. Kindergarten oral narrative competence affected the first- and second-grade written narrative competence via a mediational effect of orthographic competence. The results suggest the importance of practicing oral narrative competence in kindergarten and first grade and the value of composition quality independent of orthographic text accuracy. © 2015 The British Psychological Society.

Sensory Narratives: Capturing Embodiment in Narratives of Movement, Sport, Leisure and Health

Science.gov (United States)

Hunter, Lisa; Emerald, Elke

2016-01-01

Narrative research has been employed by many researchers in the field of physical culture (including movement, play, dance, sport, leisure, physical pursuits, physical activity, physical education and health). From our storied worlds, narrative research reveals complex embodied and emplaced social phenomena within this field. However, there are…

Engaging Personas and Narrative Scenarios

DEFF Research Database (Denmark)

Nielsen, Lene

2004-01-01

design ideas. The concept of engaging personas and narrative scenario explores personas in the light of what what it is to identify with and have empathy with a character. The concept of narrative scenarios views the narrative as aid for exploration of design ideas. Both concepts incorporate...... a distinktion between creating, writing and reading. Keywords: personas, scenarios, user-centered design, HCI...

Automatic and creative skills in reading Automatic and creative skills in reading

Directory of Open Access Journals (Sweden)

Leonor Scliar Cabral

2008-04-01

Full Text Available In this article I will discuss the automatic and creative skills in reading, focusing on the differences between 1 processes involved while learning how to read and processes employed by the proficient reader and 2 knowledge for using language and metalinguistic awareness. The arguments will derive mainly from the definition of reading as a process where the receivers combine the information extracted from the written material with their specialized knowledge activated during this process (i.e. linguistic systems and correspondent rules and enciclopedic knowledge in order to comprehend, interpret and internalize structured new information and/or to experience aesthetic pleasure. Evidence to illustrate the arguments comes from experiments (1 with pre-school children and beginning readers on narrativity and on the dichotic paradigm, and with illiterate and literate adults with diferent levels of proficiency of reading in a task of erasing an initial syllable and an initial consonant. In this article I will discuss the automatic and creative skills in reading, focusing on the differences between 1 processes involved while learning how to read and processes employed by the proficient reader and 2 knowledge for using language and metalinguistic awareness. The arguments will derive mainly from the definition of reading as a process where the receivers combine the information extracted from the written material with their specialized knowledge activated during this process (i.e. linguistic systems and correspondent rules and enciclopedic knowledge in order to comprehend, interpret and internalize structured new information and/or to experience aesthetic pleasure. Evidence to illustrate the arguments comes from experiments (1 with pre-school children and beginning readers on narrativity and on the dichotic paradigm, and with illiterate and literate adults with diferent levels of proficiency of reading in a task of erasing an initial syllable

Surgical ergonomics. Analysis of technical skills, simulation models and assessment methods.

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Papaspyros, Sotiris C; Kar, Ashok; O'Regan, David

2015-06-01

Over the past two centuries the surgical profession has undergone a profound evolution in terms of efficiency and outcomes. Societal concerns in relation to quality assurance, patient safety and cost reduction have highlighted the issue of training expert surgeons. The core elements of a training model build on the basic foundations of gross and fine motor skills. In this paper we provide an analysis of the ergonomic principles involved and propose relevant training techniques. We have endeavored to provide both the trainer and trainee perspectives. This paper is structured into four sections: 1) Pre-operative preparation issues, 2) technical skills and instrument handling, 3) low fidelity simulation models and 4) discussion of current concepts in crew resource management, deliberate practice and assessment. Rehearsal, warm-up and motivation-enhancing techniques aid concentration and focus. Appropriate posture, comprehension of ergonomic principles in relation to surgical instruments and utilisation of the non-dominant hand are essential skills to master. Low fidelity models can be used to achieve significant progress through the early stages of the learning curve. Deliberate practice and innate ability are complementary to each other and may be considered useful adjuncts to surgical skills development. Safe medical care requires that complex patient interventions be performed by highly skilled operators supported by reliable teams. Surgical ergonomics lie at the heart of any training model that aims to produce professionals able to function as leaders of a patient safety oriented culture. Copyright © 2015 IJS Publishing Group Limited. Published by Elsevier Ltd. All rights reserved.

The Role of the Narrator in Narrative Inquiry in Education: Construction and Co-Construction in Two Case Studies

Science.gov (United States)

Bignold, Wendy; Su, Feng

2013-01-01

This paper explores narratives as an effective means of capturing multiple identities of research participants in complex social environments in education research. In doing so, it explores the role of the narrator in two case studies in two modes of narrative inquiry. Both studies present narratives of young people, focusing on multiple…

Narrating Peoplehood amidst Diversity

DEFF Research Database (Denmark)

Böss, Michael

In Narrating Peoplehood amidst Diversity, 16 internationally renowned scholars reflect on the nature and history of peoplehood and discuss how narratives inform national identities, public culture and academic historiography. The book is a timely contribution to the ongoing debate on belonging...

Model Forecast Skill and Sensitivity to Initial Conditions in the Seasonal Sea Ice Outlook

Science.gov (United States)

Blanchard-Wrigglesworth, E.; Cullather, R. I.; Wang, W.; Zhang, J.; Bitz, C. M.

2015-01-01

We explore the skill of predictions of September Arctic sea ice extent from dynamical models participating in the Sea Ice Outlook (SIO). Forecasts submitted in August, at roughly 2 month lead times, are skillful. However, skill is lower in forecasts submitted to SIO, which began in 2008, than in hindcasts (retrospective forecasts) of the last few decades. The multimodel mean SIO predictions offer slightly higher skill than the single-model SIO predictions, but neither beats a damped persistence forecast at longer than 2 month lead times. The models are largely unsuccessful at predicting each other, indicating a large difference in model physics and/or initial conditions. Motivated by this, we perform an initial condition sensitivity experiment with four SIO models, applying a fixed -1 m perturbation to the initial sea ice thickness. The significant range of the response among the models suggests that different model physics make a significant contribution to forecast uncertainty.

Chilean Family Reminiscing about Emotions and Its Relation to Children's Self-Regulation Skills

Science.gov (United States)

Leyva, Diana; Nolivos, Virginia

2015-01-01

Research Findings: This study examined the relation between Chilean parents' narrative participatory styles (i.e., the way in which parents scaffold children's participation in conversations) and children's self-regulation skills. A total of 210 low-income Chilean parent-child dyads participated in the study. Dyads were videotaped talking about a…

Narratives of being 'a good teacher'

DEFF Research Database (Denmark)

Dahl, Kari Kragh Blume

Narratives of being ‘a good teacher’: everyday life, morality and teachers’ narratives in a Kenyan village This paper explores how Kenyan school teachers narrate and practise professional work in their everyday lives in an educational context shaped by global and local narratives of education...... or her ideas about the world, which is used to organise experiences (Høyen, 2016). The study also draws on everyday life learning (Schütz, 1973; Heller, 1984) and the social anthropology of morality (Kleinman, 1992) to explore how teachers’ narrative learning comprises processes that are not only...... in western Kenya provided a framework for observing how teachers’ narratives as professionals became mediated through sociocultural forces and everyday life in school, at home and during their spare time. Empirically, the study explores four school teachers and their unique and diverse understandings of what...

Narrating personality change.

Science.gov (United States)

Lodi-Smith, Jennifer; Geise, Aaron C; Roberts, Brent W; Robins, Richard W

2009-03-01

The present research investigated the longitudinal relations between personality traits and narratives. Specifically, the authors examined how individual differences in 170 college students' narratives of personality change (a) were predicted by personality traits at the beginning of college, (b) related to actual changes and perceived changes in personality traits during college, and (c) related to changes in emotional health during college. Individual differences in narratives of personality trait change told in the 4th year of college fell into 2 dimensions: affective processing, characterized by positive emotions, and exploratory processing, characterized by meaning making and causal processing. Conscientious, open, and extraverted freshmen told exploratory stories of change as seniors. Emotionally healthy freshmen told stories of change that were high in positive affect. Both positive affective and exploratory stories corresponded to change in emotional stability and conscientiousness during college above and beyond the effects of perceived changes in these traits. In addition, both positive affective and exploratory narratives corresponded to increases in emotional health during college independent of the effects of changes in personality traits. These findings improve our understanding of how individuals conceptualize their changing identity over time.

Utility, games, and narratives

OpenAIRE

Fioretti, Guido

2009-01-01

This paper provides a general overview of theories and tools to model individual and collective decision-making. In particular, stress is laid on the interaction of several decision-makers. A substantial part of this paper is devoted to utility maximization and its application to collective decision-making, Game Theory. However, the pitfalls of utility maximization are thoroughly discussed, and the radically alternative approach of viewing decision-making as constructing narratives is pre...

7 CFR 3402.13 - National need narrative.

Science.gov (United States)

2010-01-01

... 7 Agriculture 15 2010-01-01 2010-01-01 false National need narrative. 3402.13 Section 3402.13... narrative. HEP will determine the composition of the narrative for each competition, including page limits.... Detailed instructions for preparing the narrative will be published in the solicitation. ...

Improving Junior High Schools’ Critical Thinking Skills Based on Test Three Different Models of Learning

Directory of Open Access Journals (Sweden)

Nur Miftahul Fuad

2017-01-01

Full Text Available The aims of this study were (1 to find out the differences in critical thinking skills among students who were given three different learning models: differentiated science inquiry combined with mind map, differentiated science inquiry model, and conventional model, (2 to find out the differences of critical thinking skills among male and female students. This study is a quasi-experimental research with pretest-posttest nonequivalent control group design. The population in this research is the seventh grade students of junior high schools in Kediri, Indonesia. The sample of the research is in the number of 96 students distributed in three classes at different schools. The data of critical thinking skills are gained from test scores and then analyzed using descriptive and inferential statistics through ANCOVA. The results of research revealed that there are different skills in critical thinking in different models. The highest skills in critical thinking are reached by students who were given differentiated science inquiry model combined with mind map in their learning. There are also differences in critical thinking skills between male and female students.

Model of practical skill performance as an instrument for supervision and formative assessment

DEFF Research Database (Denmark)

Nielsen, Carsten; Sommer, Irene; Larsen, Karin

2012-01-01

as during practice, performance and formative assessment of practical skills learning. It provided a common language about practical skills and enhanced the participants’ understanding of professionalism in practical nursing skill. In conclusion, the model helped to highlight the complexity in mastering......There are still weaknesses in the practical skills of newly graduated nurses. There is also an escalating pressure on existing clinical placements due to increasing student numbers and structural changes in health services. Innovative educational practices and the use of tools that might support...... learning are sparsely researched in the field of clinical education for nursing students. This paper reports on an action research study that promoted and investigated use of The Model of Practical Skill Performance as a learning tool during nursing students’ clinical placement. Clinical supervisors...

E-learning optimization: the relative and combined effects of mental practice and modeling on enhanced podcast-based learning-a randomized controlled trial.

Science.gov (United States)

Alam, Fahad; Boet, Sylvain; Piquette, Dominique; Lai, Anita; Perkes, Christopher P; LeBlanc, Vicki R

2016-10-01

Enhanced podcasts increase learning, but evidence is lacking on how they should be designed to optimize their effectiveness. This study assessed the impact two learning instructional design methods (mental practice and modeling), either on their own or in combination, for teaching complex cognitive medical content when incorporated into enhanced podcasts. Sixty-three medical students were randomised to one of four versions of an airway management enhanced podcast: (1) control: narrated presentation; (2) modeling: narration with video demonstration of skills; (3) mental practice: narrated presentation with guided mental practice; (4) combined: modeling and mental practice. One week later, students managed a manikin-based simulated airway crisis. Knowledge acquisition was assessed by baseline and retention multiple-choice quizzes. Two blinded raters assessed all videos obtained from simulated crises to measure the students' skills using a key-elements scale, critical error checklist, and the Ottawa global rating scale (GRS). Baseline knowledge was not different between all four groups (p = 0.65). One week later, knowledge retention was significantly higher for (1) both the mental practice and modeling group than the control group (p = 0.01; p = 0.01, respectively) and (2) the combined mental practice and modeling group compared to all other groups (all ps = 0.01). Regarding skills acquisition, the control group significantly under-performed in comparison to all other groups on the key-events scale (all ps ≤ 0.05), the critical error checklist (all ps ≤ 0.05), and the Ottawa GRS (all ps ≤ 0.05). The combination of mental practice and modeling led to greater improvement on the key events checklist (p = 0.01) compared to either strategy alone. However, the combination of the two strategies did not result in any further learning gains on the two other measures of clinical performance (all ps > 0.05). The effectiveness of enhanced podcasts for

What about narrative dentistry?

Science.gov (United States)

Vergnes, Jean-Noel; Apelian, Nareg; Bedos, Christophe

2015-06-01

Narrative medicine strives toward a humanized form of medicine in which empathy and the ability to listen are developed with the same emphasis as scientific rigor. We hypothesize that the adoption of narrative medicine in dentistry would be an excellent method to cultivate the philosophy behind the emerging clinical concept of patient-centered dentistry. Reading literary works, reflective writing, and creative writing would sensitize practitioners to the daily lives of people, human uniqueness, and alterity. Narrative dentistry could lead to more empathic and self-aware practices, and improve dental professionals' observational abilities by making them more perceptive and more attentive to image, metaphor, and meaning. The introduction of narrative dentistry would enrich the clinical clerkship of dentists by bringing the often-missing humanities to the dental professional, academic, and scientific environment. Copyright © 2015 American Dental Association. Published by Elsevier Inc. All rights reserved.

Measurement Model of Reasoning Skills among Science Students Based on Socio Scientific Issues (SSI

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MOHD AFIFI BAHURUDIN SETAMBAH

2018-05-01

Full Text Available The lack of reasoning skills has been recognized as one of the contributing factors to the declined achievement in the Trends in Mathematics and Science Studies (TIMSS and Programme for International Student Assessment (PISA assessments in Malaysia. The use of socio-scientific issues (SSI as a learning strategy offers the potential of improving the level of students' reasoning skills and consequently improves students’ achievement in science subjects. This study examined the development of a measurement model of reasoning skills among science students based on SSI using the analysis of moment structure (AMOS approach before going to second level to full structured equation modelling (SEM. A total of 450 respondents were selected using a stratified random sampling. Results showed a modified measurement model of reasoning skills consisting of the View Knowledge (VK was as a main construct. The items that measure the level of pre-reflection of students fulfilled the elements of unidimensionality, validity, and reliability. Although the level of student reasoning skills was still low but this development of measurement model could be identified and proposed teaching methods that could be adopted to improve students’ reasoning skills.

A Co-Creation Blended KM Model for Cultivating Critical-Thinking Skills

Science.gov (United States)

Yeh, Yu-chu

2012-01-01

Both critical thinking (CT) and knowledge management (KM) skills are necessary elements for a university student's success. Therefore, this study developed a co-creation blended KM model to cultivate university students' CT skills and to explore the underlying mechanisms for achieving success. Thirty-one university students participated in this…

Potential predictability and forecast skill in ensemble climate forecast: a skill-persistence rule

Science.gov (United States)

Jin, Yishuai; Rong, Xinyao; Liu, Zhengyu

2017-12-01

This study investigates the factors relationship between the forecast skills for the real world (actual skill) and perfect model (perfect skill) in ensemble climate model forecast with a series of fully coupled general circulation model forecast experiments. It is found that the actual skill for sea surface temperature (SST) in seasonal forecast is substantially higher than the perfect skill on a large part of the tropical oceans, especially the tropical Indian Ocean and the central-eastern Pacific Ocean. The higher actual skill is found to be related to the higher observational SST persistence, suggesting a skill-persistence rule: a higher SST persistence in the real world than in the model could overwhelm the model bias to produce a higher forecast skill for the real world than for the perfect model. The relation between forecast skill and persistence is further proved using a first-order autoregressive model (AR1) analytically for theoretical solutions and numerically for analogue experiments. The AR1 model study shows that the skill-persistence rule is strictly valid in the case of infinite ensemble size, but could be distorted by sampling errors and non-AR1 processes. This study suggests that the so called "perfect skill" is model dependent and cannot serve as an accurate estimate of the true upper limit of real world prediction skill, unless the model can capture at least the persistence property of the observation.

The assessment of knowledge and learning in competence spaces: The gain-loss model for dependent skills.

Science.gov (United States)

Anselmi, Pasquale; Stefanutti, Luca; de Chiusole, Debora; Robusto, Egidio

2017-11-01

The gain-loss model (GaLoM) is a formal model for assessing knowledge and learning. In its original formulation, the GaLoM assumes independence among the skills. Such an assumption is not reasonable in several domains, in which some preliminary knowledge is the foundation for other knowledge. This paper presents an extension of the GaLoM to the case in which the skills are not independent, and the dependence relation among them is described by a well-graded competence space. The probability of mastering skill s at the pretest is conditional on the presence of all skills on which s depends. The probabilities of gaining or losing skill s when moving from pretest to posttest are conditional on the mastery of s at the pretest, and on the presence at the posttest of all skills on which s depends. Two formulations of the model are presented, in which the learning path is allowed to change from pretest to posttest or not. A simulation study shows that models based on the true competence space obtain a better fit than models based on false competence spaces, and are also characterized by a higher assessment accuracy. An empirical application shows that models based on pedagogically sound assumptions about the dependencies among the skills obtain a better fit than models assuming independence among the skills. © 2017 The British Psychological Society.

Reading Philemon as therapeutic narrative | Jordaan | HTS ...

African Journals Online (AJOL)

This article analysed the different narratives implied in Philemon by utilising the narrative therapeutic approach, as developed by Epston and White (1990). A dominant narrative (the harsh treatment of slaves in the early Christian environment) and a challenging narrative (a more humane conduct of slaves) were clearly ...

Narrative Structure in Religious Conversion: The Case of Converts to the Pentecostal Methodist Church of Chile

Directory of Open Access Journals (Sweden)

Víctor Hugo Masías

2010-01-01

Full Text Available In this article I analyze the narrative structure of the discourse of individuals who have converted to the Pentecostal Methodist Church of Chile. I use Grounded Theory to analyze 11 conversion narratives, which were collected through a narrative-biographical interview, and with support from the graphical tool called Story-Line. The results identify two types of conversion narrative structure. The first one is understood as a personal salvation narrative, the second one is described as a spiritual renewal narrative. This allowed the construction of a conceptual model illustrating the way in which the conversion narrative of the convert is structured. The discussion is centered on comparing the findings of this study with other similar investigations; debating the similarities and differences found in conversion narratives and their differing philosophies. URN: urn:nbn:de:0114-fqs1001210

Stages of recovery in early psychosis: Associations with symptoms, function, and narrative development.

Science.gov (United States)

Bourdeau, Geneviève; Lecomte, Tania; Lysaker, Paul H

2015-06-01

This study sought to explore the links between recovery stages, symptoms, function, and narrative development among individuals with a recent onset of psychosis. A qualitative longitudinal study was conducted including quantitative data at baseline. Forty-seven participants were administered the Indiana Psychiatric Illness Interview three times over 9 months and content analysis was performed. Participants also completed the Social Functioning Scale, the Brief Psychiatric Rating Scale--Expanded, the California Verbal Learning Test, and the Trailing Making Test at baseline. Descriptive discriminant analysis was performed. Results suggested that participants were mostly in the first two stages of recovery (moratorium, awareness) and that being in the awareness, rather than moratorium, stage was associated, to a different extent, with richer narrative development, better levels of psychosocial function, less negative and positive symptoms, and more years of education. Furthermore, recovery appeared to be a stable process over the assessment period. Recovery is a complex concept including objective and subjective aspects. In the recovery path of persons recently diagnosed with psychosis, social engagement, narrative development, and occupational functioning seem to be particularly important aspects. This study is a first step, and future research is needed with larger and more diverse participant pools, and assessments conducted over longer periods of time. As greater level of social engagement was the most robust predictor of membership in the awareness versus moratorium stage, treatment of early psychosis should include interventions targeting social relations and social skills. As greater narrative development was the second most robust predictor, enhancing it via psychotherapy could be a pertinent clinical goal. © 2014 The British Psychological Society.

Potential predictability and forecast skill in ensemble climate forecast: the skill-persistence rule

Science.gov (United States)

Jin, Y.; Rong, X.; Liu, Z.

2017-12-01

This study investigates the factors that impact the forecast skill for the real world (actual skill) and perfect model (perfect skill) in ensemble climate model forecast with a series of fully coupled general circulation model forecast experiments. It is found that the actual skill of sea surface temperature (SST) in seasonal forecast is substantially higher than the perfect skill on a large part of the tropical oceans, especially the tropical Indian Ocean and the central-eastern Pacific Ocean. The higher actual skill is found to be related to the higher observational SST persistence, suggesting a skill-persistence rule: a higher SST persistence in the real world than in the model could overwhelm the model bias to produce a higher forecast skill for the real world than for the perfect model. The relation between forecast skill and persistence is further examined using a first-order autoregressive model (AR1) analytically for theoretical solutions and numerically for analogue experiments. The AR1 model study shows that the skill-persistence rule is strictly valid in the case of infinite ensemble size, but can be distorted by the sampling error and non-AR1 processes.

Deficits in fine motor skills in a genetic animal model of ADHD

Directory of Open Access Journals (Sweden)

Qian Yu

2010-09-01

Full Text Available Abstract Background In an attempt to model some behavioral aspects of Attention Deficit/Hyperactivity Disorder (ADHD, we examined whether an existing genetic animal model of ADHD is valid for investigating not only locomotor hyperactivity, but also more complex motor coordination problems displayed by the majority of children with ADHD. Methods We subjected young adolescent Spontaneously Hypertensive Rats (SHRs, the most commonly used genetic animal model of ADHD, to a battery of tests for motor activity, gross motor coordination, and skilled reaching. Wistar (WIS rats were used as controls. Results Similar to children with ADHD, young adolescent SHRs displayed locomotor hyperactivity in a familiar, but not in a novel environment. They also had lower performance scores in a complex skilled reaching task when compared to WIS rats, especially in the most sensitive measure of skilled performance (i.e., single attempt success. In contrast, their gross motor performance on a Rota-Rod test was similar to that of WIS rats. Conclusion The results support the notion that the SHR strain is a useful animal model system to investigate potential molecular mechanisms underlying fine motor skill problems in children with ADHD.

Narration in the marketing communications

Directory of Open Access Journals (Sweden)

Magdelena Zubiel-Kasprowicz

2014-12-01

Full Text Available The article presents the different types of narratives in marketing communications. Presented essence of thesignr in the narrative, the power of myth, power of archetype and consistency of monomith in marketing. It is discussed on the advertising message perceived through the prism of commercial semiotics. The strength of the narrative is presented in the context of storytelling. The paper also presents a case study of marketing communications.

Master Narratives of Ukrainian Political Culture

Directory of Open Access Journals (Sweden)

Charles McGrath

2018-04-01

Full Text Available As fighting between Russian backed rebels and government forces is taking place in eastern Ukraine, it is all the more apparent the existing political divide that exists in the country. The complex history of being subjugated by surrounding countries and major resettlements of Ukrainians is testing the country in a major way. Historically, emphasis on understanding the Soviet Union was focused on the Soviet perspective — the Soviet narratives, and most recently on reemerging Russia. As a result, little attention is placed on Ukraine’s history. In order to understand the Ukrainian identity, it’s necessary to know the narratives that encompass Ukraine’s history. As freedom and liberty exemplifies American identity and ideology, the history of Ukraine also contains a system of stories that support Ukrainian culture. This paper, the first chapter of my dissertation, details the sources I’ve used to develop my methodology for understanding and analyzing narratives. As I began my research I soon realized the complexity of narratives leading me to explore the elements contained in narratives such as story, plot, character, archetypes, and the Hero’s Journey or Monomyth. I will explain how I understand the meaning of narrative and master narrative, supported by relevant sources, and conclude with the methodology I will use for analysis of the master narratives that envelope the major historical events of Ukraine

Living and Leading in a Digital Age: A Narrative Study of the Attitudes and Perceptions of School Leaders about Media Literacy

Science.gov (United States)

Mahoney, Kerrigan R.; Khwaja, Tehmina

2016-01-01

Students graduating from K-12 education need media literacy skills to engage, participate, and learn in a world in which literacy must keep pace with rapidly changing technologies. Given the significant roles school administrators play in providing leadership and vision to their schools, this narrative study addresses the research question: What…

Educational interventions in peritoneal dialysis: a narrative review of the literature.

Science.gov (United States)

Schaepe, Christiane; Bergjan, Manuela

2015-04-01

To review the current literature on educational interventions used in peritoneal dialysis (PD). Educational interventions have become increasingly relevant because they play a key role in helping individuals to actively participate in their therapy and to manage their chronic condition. The paper will focus on two areas: (a) educational interventions for individuals living with PD and (b) educational interventions for PD nurses. A narrative review of primary research. Electronic searches of the MEDLINE, CINAHL, EMBASE, ERIC and Cochrane Library (2006-2013) databases were undertaken using terms such as peritoneal dialysis, insertive training, curriculum, nursing education, train the trainer, coach the coach, tutor the tutor, and patient education were used. All studies were reviewed by two researchers. Titles and abstracts of 555 studies were screened and read. Full text articles retrieved were further screened against the inclusion and exclusion criteria. Relevant data on the educational interventions for people receiving PD and nurse training programs were extracted and synthesized narratively. Eighteen articles met the inclusion criteria. Most of them focused on educational intervention programs for people undergoing PD. Findings on the link between the PD trainer's background and peritonitis rates among individuals undergoing PD are inconsistent. PD learners should be taught self-management skills as well as technical skills. They might also benefit from receiving decision-making aids. Older people, people with co-morbidities and people with low educational status need more time to acquire self-care skills and are more likely to develop peritonitis. Home visits have the potential to improve learning outcomes. Re-training needs should be assessed and fulfilled as appropriate. Case and disease management programs have been shown to have positive outcomes for individuals receiving PD. Educational interventions for PD remain an under-researched area, despite the

The 21st century skills with model eliciting activities on linear program

Science.gov (United States)

Handajani, Septriana; Pratiwi, Hasih; Mardiyana

2018-04-01

Human resources in the 21st century are required to master various forms of skills, including critical thinking skills and problem solving. The teaching of the 21st century is a teaching that integrates literacy skills, knowledge, skills, attitudes, and mastery of ICT. This study aims to determine whether there are differences in the effect of applying Model Elliciting Activities (MEAs) that integrates 21st century skills, namely 4C and conventional learning to learning outcomes. This research was conducted at Vocational High School in the odd semester of 2017 and uses the experimental method. The experimental class is treated MEAs that integrates 4C skills and the control class is given conventional learning. Methods of data collection in this study using the method of documentation and test methods. The data analysis uses Z-test. Data obtained from experiment class and control class. The result of this study showed there are differences in the effect of applying MEAs that integrates 4C skills and conventional learning to learning outcomes. Classes with MEAs that integrates 4C skills give better learning outcomes than the ones in conventional learning classes. This happens because MEAs that integrates 4C skills can improved creativity skills, communication skills, collaboration skills, and problem-solving skills.

Development of Foundational Movement Skills: A Conceptual Model for Physical Activity Across the Lifespan.

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Hulteen, Ryan M; Morgan, Philip J; Barnett, Lisa M; Stodden, David F; Lubans, David R

2018-03-09

Evidence supports a positive association between competence in fundamental movement skills (e.g., kicking, jumping) and physical activity in young people. Whilst important, fundamental movement skills do not reflect the broad diversity of skills utilized in physical activity pursuits across the lifespan. Debate surrounds the question of what are the most salient skills to be learned which facilitate physical activity participation across the lifespan. In this paper, it is proposed that the term 'fundamental movement skills' be replaced with 'foundational movement skills'. The term 'foundational movement skills' better reflects the broad range of movement forms that increase in complexity and specificity and can be applied in a variety of settings. Thus, 'foundational movement skills' includes both traditionally conceptualized 'fundamental' movement skills and other skills (e.g., bodyweight squat, cycling, swimming strokes) that support physical activity engagement across the lifespan. A proposed conceptual model outlines how foundational movement skill competency can provide a direct or indirect pathway, via specialized movement skills, to a lifetime of physical activity. Foundational movement skill development is hypothesized to vary according to culture and/or geographical location. Further, skill development may be hindered or enhanced by physical (i.e., fitness, weight status) and psychological (i.e., perceived competence, self-efficacy) attributes. This conceptual model may advance the application of motor development principles within the public health domain. Additionally, it promotes the continued development of human movement in the context of how it leads to skillful performance and how movement skill development supports and maintains a lifetime of physical activity engagement.

Uncovering the Best Skill Multimap by Constraining the Error Probabilities of the Gain-Loss Model

Science.gov (United States)

Anselmi, Pasquale; Robusto, Egidio; Stefanutti, Luca

2012-01-01

The Gain-Loss model is a probabilistic skill multimap model for assessing learning processes. In practical applications, more than one skill multimap could be plausible, while none corresponds to the true one. The article investigates whether constraining the error probabilities is a way of uncovering the best skill assignment among a number of…

Narrative Counseling for Professional School Counselors

Science.gov (United States)

Nafziger, Jacinta; DeKruyf, Lorraine

2013-01-01

This article introduces narrative counseling concepts and techniques for professional school counselors. The authors provide a case study of narrative school counseling with an elementary student struggling with selective mutism. Examples also demonstrate how a narrative approach could be used at elementary, middle, and high school levels within…

Narrative Processes across Childhood

Science.gov (United States)

Mulvaney, Matthew Keefe

2011-01-01

According to the narrative perspective on personality development, personality is constructed largely by interpreting and representing experience in story format (scripts) over the course of the lifespan. The focus of this paper is to describe briefly the narrative perspective on personality development during childhood and adolescence, to discuss…

Communication Skills Training in Pediatric Oncology: Moving Beyond Role Modeling

Science.gov (United States)

Feraco, Angela M.; Brand, Sarah R.; Mack, Jennifer W.; Kesselheim, Jennifer C.; Block, Susan D.; Wolfe, Joanne

2018-01-01

Communication is central to pediatric oncology care. Pediatric oncologists disclose life-threatening diagnoses, explain complicated treatment options, and endeavor to give honest prognoses, to maintain hope, to describe treatment complications, and to support families in difficult circumstances ranging from loss of function and fertility to treatment-related or disease-related death. However, parents, patients, and providers report substantial communication deficits. Poor communication outcomes may stem, in part, from insufficient communication skills training, overreliance on role modeling, and failure to utilize best practices. This review summarizes evidence for existing methods to enhance communication skills and calls for revitalizing communication skills training within pediatric oncology. PMID:26822066

Communication Skills Training in Pediatric Oncology: Moving Beyond Role Modeling.

Science.gov (United States)

Feraco, Angela M; Brand, Sarah R; Mack, Jennifer W; Kesselheim, Jennifer C; Block, Susan D; Wolfe, Joanne

2016-06-01

Communication is central to pediatric oncology care. Pediatric oncologists disclose life-threatening diagnoses, explain complicated treatment options, and endeavor to give honest prognoses, to maintain hope, to describe treatment complications, and to support families in difficult circumstances ranging from loss of function and fertility to treatment-related or disease-related death. However, parents, patients, and providers report substantial communication deficits. Poor communication outcomes may stem, in part, from insufficient communication skills training, overreliance on role modeling, and failure to utilize best practices. This review summarizes evidence for existing methods to enhance communication skills and calls for revitalizing communication skills training within pediatric oncology. © 2016 Wiley Periodicals, Inc.

Analysis mathematical literacy skills in terms of the students’ metacognition on PISA-CPS model

Science.gov (United States)

Ovan; Waluya, S. B.; Nugroho, S. E.

2018-03-01

This research was aimed to know the effectiveness of PISA-CPS model and desceibe the mathematical literacy skills (KLM) in terms of the students’ metacognition. This study used Mixed Methods approaches with the concurrent embedded desaign. The technique of data analysis on quantitative research done analysis of lesson plan, prerequisite test, test hypotesis 1 and hypotesis test. While qualitative research done data reduction, data presentation, and drawing conclution and data verification. The subject of this study was the students of Grade Eight (VIII) of SMP Islam Sultan Agung 4 Semarang, Central Java. The writer analyzed the data with quantitative and qualitative approaches based on the metacognition of the students in low, medium and high groups. Subsequently, taken the mathematical literacy skills (KLM) from students’ metacognition in low, medium, and high . The results of the study showed that the PISA-CPS model was complete and the students’ mathematical literacy skills in terms of the students’ metacognition taught by the PISA-CPS model was higher than the expository learning. metacognitions’ students classified low hadmathematical literacy skills (KLM) less good, metacognitions’ students classified medium had mathematical literacy skills (KLM) good enough, metacognitions’ students classified high had mathematical literacy skills (KLM) very good. Based onresult analysis got conclusion that the PISA-CPS model was effective toward the students’ mathematical literacy skills (KLM). To increase the students’ mathematical literacy skills (KLM), the teachers need to provide reinforcements in the form of the exercises so that the student’s mathematical literacy was achieved at level 5 and level 6.

Understanding the modeling skill shift in engineering: the impact of self-efficacy, epistemology, and metacognition

Science.gov (United States)

Yildirim, Tuba Pinar

A focus of engineering education is to prepare future engineers with problem solving, design and modeling skills. In engineering education, the former two skill areas have received copious attention making their way into the ABET criteria. Modeling, a representation containing the essential structure of an event in the real world, is a fundamental function of engineering, and an important academic skill that students develop during their undergraduate education. Yet the modeling process remains under-investigated, particularly in engineering, even though there is an increasing emphasis on modeling in engineering schools (Frey 2003). Research on modeling requires a deep understanding of multiple perspectives, that of cognition, affect, and knowledge expansion. In this dissertation, the relationship between engineering modeling skills and students' cognitive backgrounds including self-efficacy, epistemic beliefs and metacognition is investigated using model-eliciting activities (MEAs). Data were collected from sophomore students at two time periods, as well as senior engineering students. The impact of each cognitive construct on change in modeling skills was measured using a growth curve model at the sophomore level, and ordinary least squares regression at the senior level. Findings of this dissertation suggest that self-efficacy, through its direct and indirect (moderation or interaction term with time) impact, influences the growth of modeling abilities of an engineering student. When sophomore and senior modeling abilities are compared, the difference can be explained by varying self-efficacy levels. Epistemology influences modeling skill development such that the more sophisticated the student beliefs are, the higher the level of modeling ability students can attain, after controlling for the effects of conceptual learning, gender and GPA. This suggests that development of modeling ability may be constrained by the naivete of one's personal epistemology

THE USE OF NARRATIVES IN SCIENCE COMMUNICATION: An example of the use of comic strips (narratives) in communicating scientific information about sustainable development.

Science.gov (United States)

Negrete, Aquiles

2015-04-01

structures and as conceptual models that enable us to perceive, apprehend, construct and communicate meaning out of reality. Finally I present an example of the use of comics (narratives) in communicating scientific information about the sustainable use of the Mayan Nut in rural areas in Mexico.

Narratives about illness and medication: a neglected theme/new methodology within pharmacy practice research. Part II: medication narratives in practice.

Science.gov (United States)

Ryan, Kath; Bissell, Paul; Morecroft, Charles

2007-08-01

Part 2 of this paper aims to provide a methodological framework for the study of medication narratives, including a semi-structured interview guide and suggested method of analysis, in an attempt to aid the development of narrative scholarship within pharmacy practice research. Examples of medication narratives are provided to illustrate their diversity and usefulness. The framework is derived from the work of other researchers and adapted for our specific purpose. It comes from social psychology, narrative psychology, narrative anthropology, sociology and critical theory and fits within the social constructionist paradigm. The suggested methods of analysis could broadly be described as narrative analysis and discourse analysis. Examples of medication narratives are chosen from a variety of sources and brief interpretations are presented by way of illustration. Narrative analysis, a neglected area of research in pharmacy practice, has the potential to provide new understanding about how people relate to their medicines, how pharmacists are engaged in producing narratives and the importance of narrative in the education of students. IMPACT OF THE ARTICLE: This article aims to have the following impact on pharmacy practice research: Innovative approach to researching and conceptualising the use of medicines. Introduction of a new theoretical perspective and methodology. Incorporation of social science research methods into pharmacy practice research. Development of narrative scholarship within pharmacy.

Gender Differences in Adolescents' Autobiographical Narratives

Science.gov (United States)

Fivush, Robyn; Bohanek, Jennifer G.; Zaman, Widaad; Grapin, Sally

2012-01-01

In this study, the authors examined gender differences in narratives of positive and negative life experiences during middle adolescence, a critical period for the development of identity and a life narrative (Habermas & Bluck, 2000; McAdams, 2001). Examining a wider variety of narrative meaning-making devices than previous research, they found…

Narrative Collage of Image Collections by Scene Graph Recombination.

Science.gov (United States)

Fang, Fei; Yi, Miao; Feng, Hui; Hu, Shenghong; Xiao, Chunxia

2017-10-04

Narrative collage is an interesting image editing art to summarize the main theme or storyline behind an image collection. We present a novel method to generate narrative images with plausible semantic scene structures. To achieve this goal, we introduce a layer graph and a scene graph to represent relative depth order and semantic relationship between image objects, respectively. We firstly cluster the input image collection to select representative images, and then extract a group of semantic salient objects from each representative image. Both Layer graphs and scene graphs are constructed and combined according to our specific rules for reorganizing the extracted objects in every image. We design an energy model to appropriately locate every object on the final canvas. Experiment results show that our method can produce competitive narrative collage result and works well on a wide range of image collections.

Mentoring Model for Lecturers' Research Skills Development: Case ...

African Journals Online (AJOL)

The informal group mentoring model for research skills development begins with desk research for qualities of a publishable paper. Five dummy papers were reviewed by participants for quality. Participants conducted new studies and wrote research articles. These articles were peer reviewed by participants and submitted ...

ENHANCING STUDENTS’ COMMUNICATION SKILLS THROUGH TREFFINGER TEACHING MODEL

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Idrus Alhaddad

2015-01-01

Full Text Available This research aims to  investigate, compare, and describe the achievement and enhancement of students’ mathematical communication skills (MCS.  It based on the prior mathematical knowledge (PMK category (high, medium and low by using Treffinger models (TM and conventional learning (CL. This research is an experimental study with the population of all students of Mathematics Education Department who took Discrete Mathematics subject matter of one university in the city of Ternate. The results show that (1 the achievement and enhancement of MCS  students that used  TM are higher than the students learning using CL; (2 Based on the categories of PMK, the achievement and enhancement of MCS of students using TM are also higher than those learning with CL; and  (3 There was no interaction effect between learning (TM and CL and PMK to the achievement and enhancement of MCS of the students.Keyword: Communication Skills, Prior Mathematical Knowledge, Treffinger Model DOI: dx.doi.org/10.22342/jme.61.31

Transformative Learning Model for Youth Life Skills Entrepreneurs in Poor Weavers Songket Palembang

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Ayi Olim

2015-05-01

Full Text Available Non-formal education serves to develop the potential of students with an emphasis on the mastery of knowledge and functional skills and professional attitude and personality development, is now understood as an alternative approach to the future education with an emphasis on the mastery of skills. transformative learning, life skills and entrepreneurship as a modality of model development. learner/ prospective participants learn from the lower-middle group (in the shadow of the transmission of learning should be the owner of the learning process and should be able to identify the capabilities and environmental problems, reflect and take action in developing entrepreneurial abilities. The model requires changing patterns of transformative learning and utilization participants life skills learning, facilitation and management support from stakeholders

Narrative, history and self

DEFF Research Database (Denmark)

Køster, Allan

There is a strong tradition in psychology and philosophy, claiming that the self is a narrative construction. The paper examines this idea and concludes that the narrative self is not a viable theoretical construct, but that we should opt for an adjacent idea of a historical self. The aim is to e...

The Development of Bilingual Narrative Retelling Among Spanish-English Dual Language Learners Over Two Years.

Science.gov (United States)

Lucero, Audrey

2018-05-25

This exploratory study investigates the development of oral narrative retell proficiency among Spanish-English emergent bilingual children longitudinally from kindergarten to second grade in Spanish and English as they learned literacy in the 2 languages concurrently. Oral narrative retell assessments were conducted with children who spoke Spanish at home and were enrolled in a dual language immersion program (N = 12) in the spring of kindergarten and second grade. Retells were transcribed and coded for vocabulary and grammar at the microlevel (Miller, 2012) and story structure at the macrolevel (Heilmann, Miller, Nockerts, & Dunaway, 2010). In microstructure paired-sample t tests, children showed significant improvements in vocabulary in both languages (Spanish total number of words η2 = .43, Spanish number of different words η2 = .44, English total number of words η2 = .61, English number of different words η2 = .62) but not grammar by second grade. At the macrostructure level, children showed significantly higher performance in English only (English narrative scoring scheme η2 = .47). The finding that children significantly improved in vocabulary in both languages but in overall story structure only in English suggests that discourse skills were being facilitated in English whereas Spanish discourse development may have stagnated even within a dual language immersion program. Results contribute to what is currently known about bilingual oral narrative development among young Spanish speakers enrolled in such programs and can inform assessment and instructional decisions.

Reconceptualizing Narratology. Arguments for a Functionalist and Constructivist Approach to Narrative

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Meir Sternberg

2011-07-01

Full Text Available This long conversation with Meir Sternberg focuses on some crucial points in narrative theory. Special attention is given, in the first part, to the historical evolution of narrative studies, as well as to the theoretical differences between different paradigms, form Aristotle, through French structuralism, to the present days; in the second part he centers on the explanation of his constructivist ant anti-mimetic model and on the difference with other approaches to narrative studies. Providing two fundamental arguments against what he calls «objectivist approaches», he demonstrates the validity and the theoretical value of some of his most thought-provoking proposals, such as the Proteus Principle and the universals of narrative. Thanks to its explanatory power the interview constitutes a simple introduction to Sternberg’s functional-rhetorical approach and a glimpse at the editorial policy of the journal «Poetics Today».

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE PAIR CHECKS PEMECAHAN MASALAH UNTUK MENINGKATKAN SOCIAL SKILL SISWA

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R. Lestari

2012-07-01

Full Text Available Tujuan penelitian tindakan kelas ini untuk mengetahui pengaruh proses pembelajaran dengan menggunakan model pembelajaran kooperatif tipe Pair Checks pemecahan masalah terhadap peningkatan social skill siswa. Pada proses penerapan model pembelajaran kooperatif tipe Pair Checks pemecahan masalah siswa dibagi dalam kelompok-kelompok dan satu kelompok terdiri dari dua orang. Setiap kelompok berdiskusi untuk menyelesaikan suatu masalah, kemudian hasil diskusi kelompok akan dicek oleh pasangan dari kelompok lain. Metode Penelitian yang digunakan adalah penelitian tindakan kelas yang dilaksanakan dua siklus. Metode pengumpulan data menggunakan tes dan angket skala sikap, sedangkan teknik analisis data menggunakan teknik analisis data kuantitatif. Social Skill siswa dari siklus I ke siklus II mengalami peningkatan. Hal ini didapatkan dari data angket skala sikap siklus I ke siklus II ketuntasan klasikalnya meningkat dan sebagian besar siswa sudah memiliki social skill yang baik. Hasil belajar kognitif siswa juga mengalami peningkatan. Model pembelajaran kooperatif tipe Pair Checks pemecahan masalah dapat meningkatkan social skill siswa.This two cycles-action research aimed to know learning process applying cooperative learning model-pair checks problem solving type and improvement of student’s social skills. The process of the model was as follows: deviding students into some groups consisting of two students, solving problem by each group and checking result of the discussion by other groups. Data collection method used was test and the use of attitude scale questionnaire, while technique of data analysis used was quantitative data analysis technique. The data analysis result showed that there was an increase of student’s social skill and students’ achievement from cycle one to two. It is concluded that cooperative learning model-pair checks problem solving type can enhance student’s social skills

IMPLEMENTASI TQM BERORIENTASI HARD SKILL DAN SOFT SKILL DALAM PEMBELAJARAN SEJARAH SMA DI KOTA SEMARANG

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Cahyo Budi Utomo

2011-10-01

Full Text Available This study aims to introduce the implementation of hardskill and softskill oriented TQM in teacher’s learning of history in Senior High School in Semarang. The research model are structural fit model and significance of relationship between TQM implementation model, PDSA cycle, the model analysis of fish bone, continuous improvement , hard skills and soft skills and qualified history learning is the main target of research. Data was obtained from field studies using Likert scale questionnaire developed from the constructs and theoretical construct indicator. Analysis performed using software models SmartPLS. Implementation of PDSA cycle correlated 0879 to the implementation of fish bone analysis, correlates 0830 PDSA cycle to continuously improvement , while continuously improvement  correlated 0441 and 0749 against the hard skills to soft skills. Soft skills to hard skills correlate of 0329, while the correlation of hard skills to qualified history learning is at 0673. The developed qualityfied history learning need support from  the realization of the continuous (continuously improvement and optimal orientation of hard skills. Keywords: model, TQM, PDSA, the analysis of fish bone, hard skills, soft skills, learning the history of quality  Kajian ini bertujuan mengenalkan model implementasi TQM yang berorientasi pada hardskill dan softskill dalam pembelajaran sejarah di sekolah atas Semarang pada para guru. Sebagai model penelitian, model struktural fit dan signifikasi  dari korelasi antara model implementasi TQM, siklus PDSA, model analisis tulang ikan, perbaikan terus-menerus, hard skill dan soft skill, dan pembelajaran sejarah bermutu (PSB menjadi target utama penelitian. Data didapatkan dari studi lapangan menggunakan angket skala Likert yang dikembangkan dari konstruk dan indicator konstruk teoretis. Analisis menggunakan program SmartPLS. Implementasi siklus PDSA berkorelasi 0879 terhadap implementasi model analisis

Sensitivity of inferred climate model skill to evaluation decisions: a case study using CMIP5 evapotranspiration

International Nuclear Information System (INIS)

Schwalm, Christopher R; Huntinzger, Deborah N; Michalak, Anna M; Fisher, Joshua B; Kimball, John S; Mueller, Brigitte; Zhang, Ke; Zhang Yongqiang

2013-01-01

Confrontation of climate models with observationally-based reference datasets is widespread and integral to model development. These comparisons yield skill metrics quantifying the mismatch between simulated and reference values and also involve analyst choices, or meta-parameters, in structuring the analysis. Here, we systematically vary five such meta-parameters (reference dataset, spatial resolution, regridding approach, land mask, and time period) in evaluating evapotranspiration (ET) from eight CMIP5 models in a factorial design that yields 68 700 intercomparisons. The results show that while model–data comparisons can provide some feedback on overall model performance, model ranks are ambiguous and inferred model skill and rank are highly sensitive to the choice of meta-parameters for all models. This suggests that model skill and rank are best represented probabilistically rather than as scalar values. For this case study, the choice of reference dataset is found to have a dominant influence on inferred model skill, even larger than the choice of model itself. This is primarily due to large differences between reference datasets, indicating that further work in developing a community-accepted standard ET reference dataset is crucial in order to decrease ambiguity in model skill. (letter)

Living with a pituitary tumour: a narrative analysis.

Science.gov (United States)

Simpson, Jane; Heath, James; Wall, Gemma

2014-01-01

This study aimed to synthesise the illness narratives of individuals living with a pituitary tumour. Eight adults with a pituitary tumour were recruited from an endocrinology service in the north-west of England. A narrative methodology was adopted which investigated elements of the individual narratives such as metaphor and structure but which also aimed to produce a joint account of experience in this particular illness context by extracting themes across the stories; these are presented as part of a chronological narrative. However, the resulting group story was also analysed in terms of different types of narrative plots. The group narrative started from the recognition of symptoms and then diagnosis though treatment to post-treatment and future plans. In terms of narrative plots, one notable element of the joint narrative was the flow between the culturally dominant restitution narrative, where participants focused on treatment and recovery and the chaos narrative when recovery did not seem possible. The findings contain many elements consistent with previous research; however, the use of a celebrity figure to communicate about the illness experience and a perception that objects or individuals should not be taken at face value emerged as more novel findings.

Narrative as resource for the display of self and identity: The narrative construction of an oppositional identity*

Directory of Open Access Journals (Sweden)

Alba Lucy Guerrero

2011-11-01

Full Text Available Narrative is a system of understanding that we use to construct and express meaning in our daily lives. The stories we narrate are not justresources for the development and presentation of the individual self; they allow us to see how identity is constructed within social and culturalworlds (Bruner, 1990. Schools and communities play a powerful role in shaping students identities; the ways in which stories are told and theidentities they create are influenced by the environment in which they take place. In this paper, by using excerpts from a conversation I hadwith a High School student in an urban school in Bogotá, I will discuss how narrative analysis can be used to understand the way studentsconstruct their identities within their schools and communities. First, I will present the theoretical contexts linking narrative with self-construction.Next, I will discuss the methodological implications in the process of collecting and representing experiences highlighting the possibilities ofnarrative to make visible the construction of identities. Then pieces of a narrative told in a research interview will be analyzed illustrating differentapproaches of narrative analysis. The paper will conclude with a section that outlines the implications of using narrative in educational research.

Integrating motivational interviewing and narrative therapy to teach behavior change to family medicine resident physicians.

Science.gov (United States)

Oshman, Lauren D; Combs, Gene N

2016-05-01

Motivational interviewing is a useful skill to address the common problem of patient ambivalence regarding behavior change by uncovering and strengthening a person's own motivation and commitment to change. The Family Medicine Milestones underline the need for clear teaching and monitoring of skills in communication and behavior change in Family Medicine postgraduate training settings. This article reports the integration of a motivational interviewing curriculum into an existing longitudinal narrative therapy-based curriculum on patient-centered communication. Observed structured clinical examination for six participants indicate that intern physicians are able to demonstrate moderate motivational interviewing skill after a brief 2-h workshop. Participant self-evaluations for 16 participants suggest a brief 2-h curriculum was helpful at increasing importance of learning motivational interviewing by participants, and that participants desire further training opportunities. A brief motivational interviewing curriculum can be integrated into existing communication training in a Family Medicine residency training program. © The Author(s) 2016.

Enhancing Students' Communication Skills through Treffinger Teaching Model

Science.gov (United States)

Alhaddad, Idrus; Kusumah, Yaya S.; Sabandar, Jozua; Dahlan, Jarnawi A.

2015-01-01

This research aims to investigate, compare, and describe the achievement and enhancement of students' mathematical communication skills (MCS). It based on the prior mathematical knowledge (PMK) category (high, medium and low) by using Treffinger models (TM) and conventional learning (CL). This research is an experimental study with the population…

Generic skills requirements (KSA model) towards future mechanical ...

African Journals Online (AJOL)

... Statistics and Discriminant Analysis (DA) as required to achieve the objective of the study. This study will guide all future engineers, especially in the field of Mechanical Engineering in Malaysia to penetrate the job market according to the current market needs. Keywords: generic skills; KSA model; mechanical engineers; ...

Narrativity in Teaching Materials

DEFF Research Database (Denmark)

Poulsen, Jens Aage

2010-01-01

Analyse af narrative strukturer i nordiske læremidler om historie- og nordiske læreres forståelse og brug af læremidlerne i undervisningen......Analyse af narrative strukturer i nordiske læremidler om historie- og nordiske læreres forståelse og brug af læremidlerne i undervisningen...

Narrative History and Theory

Science.gov (United States)

Tamura, Eileen H.

2011-01-01

While narrative history has been the prevailing mode in historical scholarship, its preeminence has not gone unquestioned. In the 1980s, the role of narrative in historical writing was "the subject of extraordinarily intense debate." The historical backdrop of this debate can be traced to the preceding two decades, when four groups of thinkers…

An Education in Narratives

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Gallagher, Shaun

2014-01-01

I argue for a broad education in narratives as a way to address several problems found in moral psychology and social cognition. First, an education in narratives will address a common problem of narrowness or lack of diversity, shared by virtue ethics and the simulation theory of social cognition. Secondly, it also solves the "starting…

Narrative journalism as complementary inquiry

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Jørgen Jeppesen

2011-10-01

Full Text Available Narrative journalism is a method to craft stories worth reading about real people. In this article, we explore the ability of that communicative power to produce insights complementary to those obtainable through traditional qualitative and quantitative research methods. With examples from a study of journalistic narrative as patient involvement in professional rehabilitation, interview data transcribed as stories are analyzed for qualities of heterogeneity, sensibility, transparency, and reflexivity. Building on sociological theories of thinking with stories, writing as inquiry, and public journalism as ethnography, we suggest that narrative journalism as a common practice might unfold dimensions of subjective otherness of the self. Aspiring to unite writing in both transparently confrontational and empathetically dialogic ways, the narrative journalistic method holds a potential to expose dynamics of power within the interview.

Émotions et compréhension de narrations littéraires : des rapports si intrinsèquement liés

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Sophie Roch-Veiras

2014-04-01

Full Text Available En s’appuyant sur des recherches pluridisciplinaires effectuées en psychologie cognitive, en didactique de la littérature et en sciences du langage, cet article traite des émotions que les éléments d’un texte suscitent chez un lecteur apprenant une langue étrangère. Les émotions faisant partie du processus de compréhension, la finalité est qu’à partir d’une approche par les émotions de la compréhension des narrations littéraires, les apprenants acquièrent une compétence émotionnelle. About emotions and understanding of literary narratives Abstract: Based on multidisciplinary research conducted in cognitive psychology, teaching of literature and language sciences, this article studies the emotions that a text evokes in a learner in the process of understanding a foreign language. Emotions being part of the process of understanding, the aim is that, from an approach via the emotions of literary narratives, students acquire emotional skills.

The Intergenerational Congruence of Mothers' and Preschoolers' Narrative Affective Content and Narrative Coherence

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Sher-Censor, Efrat; Grey, Izabela; Yates, Tuppett M.

2013-01-01

Intergenerational congruence of mothers' and preschoolers' narratives about the mother-child relationship was examined in a sample of 198 Hispanic (59.1%), Black (19.2%), and White (21.7%) mothers and their preschool child. Mothers' narratives were obtained with the Five Minute Speech Sample and were coded for negative and positive affective…

Arts, literature and reflective writing as educational strategies to promote narrative reasoning capabilities among physiotherapy students.

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Caeiro, Carmen; Cruz, Eduardo Brazete; Pereira, Carla Mendes

2014-11-01

The use of arts, literature and reflective writing has becoming increasingly popular in health professionals education. However, research examining its contribution as an educational strategy to promote narrative reasoning capabilities is limited, particularly from the students' perspective. This study aimed to explore the final year physiotherapy students' perspectives about the contribution of arts, literature and reflective writing in facilitating narrative reasoning capabilities. Three focus group meetings using a semi-structured interview schedule were carried out to collect data. Focus group sessions were audiotaped and transcribed verbatim. Interpretative phenomenological analysis was used to conduct the study and analyze the transcripts. Three themes emerged: (1) developmental understanding of the patients' experiences; (2) developmental understanding about the self; and (3) embedding reflection in clinical practice. Students emphasized an increasing capability to be sensitive and vicariously experience the patient's experience. Through reflective writing, students reported they became more capable of thinking critically about their practice and learning needs for continuous professional development. Finally, students highlighted the contribution of these strategies in making reflection part of their practice. Final year physiotherapy students reported enhanced skills of narrative reasoning. The findings support the inclusion of these strategies within the undergraduate physiotherapy curricula.

Enhancing Systems-Thinking Skills with Modelling

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Hung, Woei

2008-01-01

Systems thinking is an essential cognitive skill that enables individuals to develop an integrative understanding of a given subject at the conceptual and systemic level. Yet, systems thinking is not usually an innate skill. Helping students develop systems-thinking skills warrants attention from educators. This paper describes a study examining…

Storybridging : Four steps for constructing effective health narratives

NARCIS (Netherlands)

Boeijinga, A.; Hoeken, Hans; Sanders, José

2017-01-01

Objective: To develop a practical step-by-step approach to constructing narrative health interventions in response to the mixed results and wide diversity of narratives used in health-related narrative persuasion research. Method: Development work was guided by essential narrative characteristics as

Børns narrative kompetencer

DEFF Research Database (Denmark)

Krenzen, Anette Elisabeth

Rapporten er en del af kandidatspeciale, der empirisk undersøger børns narrative kompetencer i skolestarten på Egumsvejens skole i Fredericia samt tilknyttede børneinstitutioner.......Rapporten er en del af kandidatspeciale, der empirisk undersøger børns narrative kompetencer i skolestarten på Egumsvejens skole i Fredericia samt tilknyttede børneinstitutioner....

Preservice teachers working with narrative inquiry

DEFF Research Database (Denmark)

Daugbjerg, Peer

Application of inquiry in teacher education is gaining momentum. Inquiry is used to build connections with the local community (Nicholas, Baker-Sennett, McClanahan, & Harwood, 2012), student-centered inquiry is used as a curricular model (Oliver et al., 2015), inquiry is used to accentuate......’-module is a 6 week full-time study including a 2 weeks stay at a youth folk high school, where the teacher students are to focus on a self-determined element of the praxis. The students are to study this focus through narrative inquiry based on the North-American tradition within narrative inquiry (Clandinin....... Aarhus; Kbh.: Klim; i samarbejde med Folkehøjskolernes Forening. Salerno, A. S., & Kibler, A. K. (2015). Questions they ask: Considering teacher-inquiry questions posed by pre-service english teachers. Educational Action Research, 23(3), 399-415....

Tableau's Influence on the Oral Language Skills of Students with Language-Based Learning Disabilities

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Anderson, Alida; Berry, Katherine A.

2017-01-01

This study examined the influence of tableau on the expressive language skills of three students with language-based learning disabilities in inclusive urban fourth-grade English language arts (ELA) classroom settings. Data were collected on linguistic productivity, specificity, and narrative cohesion through analysis of students' responses to…

THE EFFECT MODEL INQUIRY TRAINING MEDIA AND LOGICAL THINKING ABILITY TO STUDENT’S SCIENCE PROCESS SKILL

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Dahrim Pohan

2017-06-01

Full Text Available The aim of the research is to analyz : student’s science process skill using inquiry training learning model is better than konvesional learning.Student’s science process skill who have logical thinking ability above average are better than under average,and the interaction between inquiry training media and logical thinking ability to increase student’s science process skill.The experiment was conducted in SMP 6 Medan as population and class VII-K and VII-J were chosen as sample through cluster random sampling.Science prosess skill used essay test and logical thinking used multiple choice as instrument.Result of the data was analyzed by using two ways ANAVA.Result show that : student’s science process skill using inquiry training learning model is better than konvesional learning,student’s science process skill who logical thinking ability above average are better than under average and the interaction between inquiry training learning model media and logical thinking ability to increase student’s science process skill.

Adventure in a new language: what a first generation Canadian immigrant’s narrative holds for ESL teachers

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Fang Xing

2016-09-01

Full Text Available This paper explored the value of learner’s stories for ESL (English as a Second Language teachers’ teaching and research through a narrative inquiry of the lived English learning experience of a first generation Canadian immigrant. It first reviewed the concept of narrative and the significance of launching narrative inquiry. Then, it presented an interview conducted with the Canadian immigrant as a model of narrative inquiry. Themes of the narrative interview were found to resonate with theoretical issues of SLE (Second Language Education, ESL and SLA (Second Language Acquisition. Considering the themes and the entire interviewing process, this paper closed with a discussion of the benefits of narrative inquiry for ESL teachers’ teaching and research.

Assessment of summer rainfall forecast skill in the Intra-Americas in GFDL high and low-resolution models

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Krishnamurthy, Lakshmi; Muñoz, Ángel G.; Vecchi, Gabriel A.; Msadek, Rym; Wittenberg, Andrew T.; Stern, Bill; Gudgel, Rich; Zeng, Fanrong

2018-05-01

The Caribbean low-level jet (CLLJ) is an important component of the atmospheric circulation over the Intra-Americas Sea (IAS) which impacts the weather and climate both locally and remotely. It influences the rainfall variability in the Caribbean, Central America, northern South America, the tropical Pacific and the continental Unites States through the transport of moisture. We make use of high-resolution coupled and uncoupled models from the Geophysical Fluid Dynamics Laboratory (GFDL) to investigate the simulation of the CLLJ and its teleconnections and further compare with low-resolution models. The high-resolution coupled model FLOR shows improvements in the simulation of the CLLJ and its teleconnections with rainfall and SST over the IAS compared to the low-resolution coupled model CM2.1. The CLLJ is better represented in uncoupled models (AM2.1 and AM2.5) forced with observed sea-surface temperatures (SSTs), emphasizing the role of SSTs in the simulation of the CLLJ. Further, we determine the forecast skill for observed rainfall using both high- and low-resolution predictions of rainfall and SSTs for the July-August-September season. We determine the role of statistical correction of model biases, coupling and horizontal resolution on the forecast skill. Statistical correction dramatically improves area-averaged forecast skill. But the analysis of spatial distribution in skill indicates that the improvement in skill after statistical correction is region dependent. Forecast skill is sensitive to coupling in parts of the Caribbean, Central and northern South America, and it is mostly insensitive over North America. Comparison of forecast skill between high and low-resolution coupled models does not show any dramatic difference. However, uncoupled models show improvement in the area-averaged skill in the high-resolution atmospheric model compared to lower resolution model. Understanding and improving the forecast skill over the IAS has important implications

Testing a Model of Undergraduate Competence in Employability Skills and Its Implications for Stakeholders

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Jackson, Denise

2014-01-01

Despite the development of employability skills being firmly entrenched in higher education's strategic agenda worldwide; recent graduates' standards in certain skills are not meeting industry expectations. This paper presents and tests a model of undergraduate competence in employability skills. It highlights those factors which impact on…

Narrative research on mental health recovery: two sister paradigms.

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Spector-Mersel, Gabriela; Knaifel, Evgeny

2017-06-24

Despite the breadth of narrative studies on individuals with severe mental illness, the suitability of narrative inquiry to exploring mental health recovery (MHR) has not been examined. (1) Examining the appropriateness of narrative inquiry to studying MHR; (2) assessing the extent to which narrative studies on MHR conform to the unique features of narrative research, as a distinctive form of qualitative inquiry. Review of empirical, theoretical and methodological literature on recovery and narrative inquiry. Considering the perspectives of recovery and narrative as paradigms, the similarity between their ontology and epistemology is shown, evident in 10 common emphases: meaning, identity, change and development, agency, holism, culture, uniqueness, context, language and giving voice. The resemblance between these "sister" paradigms makes narrative methodology especially fruitful for accessing the experiences of individuals in recovery. Reviewing narrative studies on MHR suggests that, currently, narrative research's uniqueness, centered on the holistic principle, is blurred on the philosophical, methodological and textual levels. Well-established narrative research has major implications for practice and policy in recovery-oriented mental health care. The narrative inquiry paradigm offers a possible path to enhancing the distinctive virtues of this research, realizing its potential in understanding and promoting MHR.

The cognitive import of the narrative schema

DEFF Research Database (Denmark)

Bundgaard, Peer

2007-01-01

schema within continental semiotics, and through an interpretation of Heider & Simmel’s study on apparent behavior it establishes the cognitive import of the narrative schema and its origin in visual perception; finally it gives examples of the meaning organizing import of the narrative schema.......This paper aims at establishing the origin of the narrative schema in the perception of intentional movements. The distinction between mechanical and intentional movements is vital for human beings, and the narrative schema, which is underpinned by this distinction, is therefore a basic cognitive...... principle of intelligibility. This is the reason why the narrative schema is by no means confined to the domain of the literary work of art. It is rather a major principle for the combination of partial significations in many other domains. The paper explores the role traditionally assigned to the narrative...

The Role of Work-Related Skills and Career Role Models in Adolescent Career Maturity.

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Flouri, Eirini; Buchanan, Ann

2002-01-01

Using data for 2,722 British adolescents explores whether work-related skills and career role models are associated with career maturity when sociodemographic characteristics, family support, and personal characteristics are controlled. Having work-related skills and having a career role model were positively associated with career maturity.…

The effect of digital storytelling in improving the third graders' writing skills

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Ahmet Yamaç

2016-09-01

Full Text Available The aim of this action research was to investigate the effects of digital storytelling in improving the writing skills of third grade students enrolled in rural primary schools. The writing performances of the students were measured before and after the teaching procedures of digital storytelling. Then, the process of narrative writing with digital storytelling was profoundly and carefully explored through observation and field notes, interviews, audio and video records, student diaries and documents, and student products. The results indicated that digital storytelling enhanced students’ ideas, organization, word choice, sentence fluency, and conventions in terms of writing quality. Similarly, the digital storytelling improved story elements and word counts in stories. In terms of the quality of students’ digital stories, the results demonstrated a steady progress in the elements of digital stories, and the technology literacy and competency of students throughout the process. Besides, the digital storytelling modified the process of narrative writing, and emerged as a beneficial tool to overcome the digital divide by developing students’ new literacy perception, competency, and skills. The digital storytelling also created learning community by improving interactions among students in the classroom, and increased their motivation to write.

The Effect of Digital Storytelling in Improving the Third Graders' Writing Skills

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Ahmet YAMAÇ

2016-09-01

Full Text Available The aim of this action research was to investigate the effects of digital storytelling in improving the writing skills of third grade students enrolled in rural primary schools. The writing performances of the students were measured before and after the teaching procedures of digital storytelling. Then, the process of narrative writing with digital storytelling was profoundly and carefully explored through observation and field notes, interviews, audio and video records, student diaries and documents, and student products. The results indicated that digital storytelling enhanced students’ ideas, organization, word choice, sentence fluency, and conventions in terms of writing quality. Similarly, the digital storytelling improved story elements and word counts in stories. In terms of the quality of students’ digital stories, the results demonstrated a steady progress in the elements of digital stories, and the technology literacy and competency of students throughout the process. Besides, the digital storytelling modified the process of narrative writing, and emerged as a beneficial tool to overcome the digital divide by developing students’ new literacy perception, competency, and skills. The digital storytelling also created learning community by improving interactions among students in the classroom, and increased their motivation to write.

Mood and narrative entwinement: some implications for educational practice.

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Conroy, Sherrill A; Dobson, Stephen

2005-09-01

Moods are one way of existentially reading the authenticity of people and are entwined within any narrative. Attunement between narrative and its mood is crucial for understanding the implicit message of the narrator. Sometimes, a master narrative is interrupted by counternarratives, so that narrative recognition becomes problematic. People can disguise their existential state when narrating, but the mood discloses it nonetheless. The authors explore the relationship between mood and narrative, and how the two are connected with how a person acts authentically or inauthentically. They provide selected empirical examples of narratives from medical students to support their argument. The educational relevance of their discussion comprises the final section. Educators in any educational program must first reflect on, then make explicit the manner in which narrative and mood are used to communicate knowledge.

The interactive potential of post-modern film narrative - Frequency, Order and Simultaneity

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Carlos Sena Caires

2009-05-01

Full Text Available A considerable number of contemporary films are now using narrative models that allow several adaptations on digital and interactive operating systems. This trend is seen in films such as Memento by Christopher Nolan (2000, Irréversible by Gaspar Noé (2002 and Smoking / No Smoking by Alain Resnais (1993, concerning the chronological organization of their narrative parts – here it is a question of order. Or in films such as Elephant by Gus Van Sant (2003, Groundhog Day by Harold Ramis, 1993 and Rashômon by Akira Kurosawa (1950, for the diegetic repetition – a question of frequency. Or even, in films such as Magnolia by Paul Thomas Anderson (1999 and Short Cuts by Robert Altman, 1993 which use the idea of expansion or compression of the narrative – a question of simultaneity. To change the accessibility of the cinematographic experience and to constantly re-evaluate the way in which the narrative tool is used, is from now on considered the interactive potential of the contemporary film narrative.

Improving Critical Thinking Skills of College Students through RMS Model for Learning Basic Concepts in Science

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Muhlisin, Ahmad; Susilo, Herawati; Amin, Mohamad; Rohman, Fatchur

2016-01-01

The purposes of this study were to: 1) Examine the effect of RMS learning model towards critical thinking skills. 2) Examine the effect of different academic abilities against critical thinking skills. 3) Examine the effect of the interaction between RMS learning model and different academic abilities against critical thinking skills. The research…

Prerequisite Skills That Support Learning through Video Modeling

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MacDonald, Rebecca P. F.; Dickson, Chata A.; Martineau, Meaghan; Ahearn, William H.

2015-01-01

The purpose of this study was to evaluate the relationship between tasks that require delayed discriminations such as delayed imitation and delayed matching to sample on acquisition of skills using video modeling. Twenty-nine participants with an ASD diagnosis were assessed on a battery of tasks including both immediate and delayed imitation and…

A Review of the Colloquium «Narrative, Media and Cognition» — a Cartography of the Borders of Narrative

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Maria Guilhermina Castro

2015-12-01

Full Text Available We present an overview and discussion of the Colloquium «Narrative, Media and Cognition», which took place at Porto's Centre of Catholic University of Portugal in July of 2015, under the organization of the Research Centre for Science and Technology of the Arts (CITAR. Several scholars of different areas presented research about the uses and advances in narrative study and practice in a broad range of areas, giving some important insights about the latest developments in Narrative Studies, Ontology of Narrative and the uses of Narrative in Art, Cinema, Performance, Journalism, Marketing and Literature, among other fields. After briefly describing the main points of each presentation in the Colloquium we try to draw some conclusions and possibilities raised by the Colloquium and take a glimpse of future paths that the use of Narrative can end up taking.

Teamwork skills, shared mental models, and performance in simulated trauma teams: an independent group design

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Westli Heidi

2010-08-01

Full Text Available Abstract Background Non-technical skills are seen as an important contributor to reducing adverse events and improving medical management in healthcare teams. Previous research on the effectiveness of teams has suggested that shared mental models facilitate coordination and team performance. The purpose of the study was to investigate whether demonstrated teamwork skills and behaviour indicating shared mental models would be associated with observed improved medical management in trauma team simulations. Methods Revised versions of the 'Anesthetists' Non-Technical Skills Behavioural marker system' and 'Anti-Air Teamwork Observation Measure' were field tested in moment-to-moment observation of 27 trauma team simulations in Norwegian hospitals. Independent subject matter experts rated medical management in the teams. An independent group design was used to explore differences in teamwork skills between higher-performing and lower-performing teams. Results Specific teamwork skills and behavioural markers were associated with indicators of good team performance. Higher and lower-performing teams differed in information exchange, supporting behaviour and communication, with higher performing teams showing more effective information exchange and communication, and less supporting behaviours. Behavioural markers of shared mental models predicted effective medical management better than teamwork skills. Conclusions The present study replicates and extends previous research by providing new empirical evidence of the significance of specific teamwork skills and a shared mental model for the effective medical management of trauma teams. In addition, the study underlines the generic nature of teamwork skills by demonstrating their transferability from different clinical simulations like the anaesthesia environment to trauma care, as well as the potential usefulness of behavioural frequency analysis in future research on non-technical skills.

PENGEMBANGAN MODEL PENDIDIKAN SOFT SKILL MELALUI PEMBELAJARAN PADA PROGRAM STUDI PENDIDIKAN TEKNIK MESIN FT UM

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Dwi Agus Sudjimat

2012-08-01

Full Text Available The purpose of this research was to develop the soft skill education model at the Mechanical Engineering Education Study Program, State University of Malang included the curriculum and its implementation on the instructional activities. The research found that: (1 the soft skill curriculum needed by the Mechanical Engi­neering Education Study Program consists of fundamental skill, personal skill, and social skill; and (2 for implementing the soft skill curriculum entire the instructional activities strive for each lecture to take one or more soft skills statement for development, using the various strategies/methods of teaching refer to student-centered, giving tasks, and introducing the HES (Health and Environment Safety particularly in the practicum activities. Tujuan penelitian ini adalah untuk mengembangkan model pendidikan soft skill pada Program Studi Teknik Mesin Universitas Negeri Malang termasuk kuriku­lum dan implementasinya dalam kegiatan pembelajaran. Temuan penelitian ini adalah: (1 kurikulum soft skill yang diperlukan oleh Program Studi Teknik Mesin terdiri dari keterampilan dasar, keterampilan pribadi, dan keterampilan sosial, dan (2 menerap­kan kurikulum soft skill dalam pembelajaran pada masing-masing dasar, mengambil satu atau lebih soft skill untuk dikembangkan, menggunakan berbagai strategi/metode pengajaran berpusat pada mahasiswa, memberikan tugas, dan memperkenalkan K3 (Kesehatan dan Keselamatan Kerja, terutama dalam kegiatan praktikum.

The perceived impact of the group practice model on enhancing interpersonal skills of predoctoral dental students.

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Errante, Margaret R; Gill, Gurjinder S; Rodriguez, Tobias E

2018-01-01

The purpose of this study was to assess if a clinical group practice model has an impact on enhancing the interpersonal skills of predoctoral dental students, what factors may influence the development of these skills, and what, if any, are innovative and technological solutions that can potentially influence interpersonal skills in predoctoral dental students. This study surveyed the faculty responsible for teaching the dental students in a recently developed group practice model. Out of 18 eligible group practice leaders at one US dental school, 17 respondents (94.4%) completed the survey. In addition, this study asked the faculty to provide qualitative response and recommendations to improve interpersonal skills. Based on the feedback, a focus group was conducted to explore opportunities to further enhance the skills. The results of the study suggest that the group practice model has a positive and distinct impact on the development of overall interpersonal skills for students. Further research suggests that the greatest impacted areas of personal development are critical thinking skills and teamwork. However, as a way to make the model more effectual, most faculty suggested the need for additional time, for both students and faculty. To some extent, using technology and innovative teaching pedagogies could potentially address the challenge of limited time. Based on the results of the survey, one may conclude that with adequate design and conditions, the group practice model can have a positive effect on the interpersonal skills of its students.

The perceived impact of the group practice model on enhancing interpersonal skills of predoctoral dental students

Science.gov (United States)

Errante, Margaret R; Gill, Gurjinder S; Rodriguez, Tobias E

2018-01-01

Purpose The purpose of this study was to assess if a clinical group practice model has an impact on enhancing the interpersonal skills of predoctoral dental students, what factors may influence the development of these skills, and what, if any, are innovative and technological solutions that can potentially influence interpersonal skills in predoctoral dental students. Methods This study surveyed the faculty responsible for teaching the dental students in a recently developed group practice model. Out of 18 eligible group practice leaders at one US dental school, 17 respondents (94.4%) completed the survey. In addition, this study asked the faculty to provide qualitative response and recommendations to improve interpersonal skills. Based on the feedback, a focus group was conducted to explore opportunities to further enhance the skills. Results The results of the study suggest that the group practice model has a positive and distinct impact on the development of overall interpersonal skills for students. Further research suggests that the greatest impacted areas of personal development are critical thinking skills and teamwork. However, as a way to make the model more effectual, most faculty suggested the need for additional time, for both students and faculty. To some extent, using technology and innovative teaching pedagogies could potentially address the challenge of limited time. Conclusion Based on the results of the survey, one may conclude that with adequate design and conditions, the group practice model can have a positive effect on the interpersonal skills of its students. PMID:29720884

Malaysian adolescent students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience

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Kuldas, Seffetullah; Hashim, Shahabuddin; Ismail, Hairul Nizam

2015-01-01

The adolescence period of life comes along with changes and challenges in terms of physical and cognitive development. In this hectic period, many adolescents may suffer more from various risk factors such as low socioeconomic status, substance abuse, sexual abuse and teenage pregnancy. Findings indicate that such disadvantaged backgrounds of Malaysian adolescent students lead to failure or underachievement in their academic performance. This narrative review scrutinises how some of these students are able to demonstrate academic resilience, which is satisfactory performance in cognitive or academic tasks in spite of their disadvantaged backgrounds. The review stresses the need for developing a caregiving relationship model for at-risk adolescent students in Malaysia. Such a model would allow educators to meet the students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience. PMID:25663734

Assessment of the potential forecasting skill of a global hydrological model in reproducing the occurrence of monthly flow extremes

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N. Candogan Yossef

2012-11-01

Full Text Available As an initial step in assessing the prospect of using global hydrological models (GHMs for hydrological forecasting, this study investigates the skill of the GHM PCR-GLOBWB in reproducing the occurrence of past extremes in monthly discharge on a global scale. Global terrestrial hydrology from 1958 until 2001 is simulated by forcing PCR-GLOBWB with daily meteorological data obtained by downscaling the CRU dataset to daily fields using the ERA-40 reanalysis. Simulated discharge values are compared with observed monthly streamflow records for a selection of 20 large river basins that represent all continents and a wide range of climatic zones.

We assess model skill in three ways all of which contribute different information on the potential forecasting skill of a GHM. First, the general skill of the model in reproducing hydrographs is evaluated. Second, model skill in reproducing significantly higher and lower flows than the monthly normals is assessed in terms of skill scores used for forecasts of categorical events. Third, model skill in reproducing flood and drought events is assessed by constructing binary contingency tables for floods and droughts for each basin. The skill is then compared to that of a simple estimation of discharge from the water balance (P−E.

The results show that the model has skill in all three types of assessments. After bias correction the model skill in simulating hydrographs is improved considerably. For most basins it is higher than that of the climatology. The skill is highest in reproducing monthly anomalies. The model also has skill in reproducing floods and droughts, with a markedly higher skill in floods. The model skill far exceeds that of the water balance estimate. We conclude that the prospect for using PCR-GLOBWB for monthly and seasonal forecasting of the occurrence of hydrological extremes is positive. We argue that this conclusion applies equally to other similar GHMs and

RAMESES publication standards: meta-narrative reviews

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Wong Geoff

2013-01-01

Full Text Available Abstract Background Meta-narrative review is one of an emerging menu of new approaches to qualitative and mixed-method systematic review. A meta-narrative review seeks to illuminate a heterogeneous topic area by highlighting the contrasting and complementary ways in which researchers have studied the same or a similar topic. No previous publication standards exist for the reporting of meta-narrative reviews. This publication standard was developed as part of the RAMESES (Realist And MEta-narrative Evidence Syntheses: Evolving Standards project. The project's aim is to produce preliminary publication standards for meta-narrative reviews. Methods We (a collated and summarized existing literature on the principles of good practice in meta-narrative reviews; (b considered the extent to which these principles had been followed by published reviews, thereby identifying how rigor may be lost and how existing methods could be improved; (c used a three-round online Delphi method with an interdisciplinary panel of national and international experts in evidence synthesis, meta-narrative reviews, policy and/or publishing to produce and iteratively refine a draft set of methodological steps and publication standards; (d provided real-time support to ongoing meta-narrative reviews and the open-access RAMESES online discussion list so as to capture problems and questions as they arose; and (e synthesized expert input, evidence review and real-time problem analysis into a definitive set of standards. Results We identified nine published meta-narrative reviews, provided real-time support to four ongoing reviews and captured questions raised in the RAMESES discussion list. Through analysis and discussion within the project team, we summarized the published literature, and common questions and challenges into briefing materials for the Delphi panel, comprising 33 members. Within three rounds this panel had reached consensus on 20 key publication standards, with an

PERBEDAAN SOFT SKILL SISWA ANTARA PENERAPAN MODEL PEMBELAJARAN GROUP INVESTIGATION DAN KONVENSIONAL PADA KEAHLIAN TEKNIK PEMESINAN SMK

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Heru Darmawan

2015-02-01

Full Text Available Soft Skill Differences between the Application of Student Learning Group In­vestigation and Conventional Mo­­­­del at Mechanical Engineering Program in Vo­ca­tio­­­­­nal High School. The purpose of this study was to describe: (1 the students soft skills level before and after the implementation of the student learning using group in­vestigation (GI and conventional, and (2 the students soft skill differences using the GI learning and con­­­­ventional model.The research was a quantitative research. This re­search used a quasi-experimental  de­­­sign, and the research design used the Non-Equi­valent Groups pretest-posttest de­sign. The re­­­sults showed that: (1 the level of soft skills using the application of the GI model on average ​​increased by 6.14, and (2 the level of soft skills using the ap­pli­ca­­­tion of conventional models on average de­creased by 1.11. As a conclusion, there was a significant difference between the stu­dents soft skills using the ap­­plication of theGI and conventional model, and the soft skills for the in­tro­duc­ti­on of GI mo­­dels was better than the conventional model.   Tujuan penelitian untuk mendeskripsikan: (1 soft skill siswa sebelum dan sesudah menerapkan pembelajaran group investigation  ( dan konvensional, dan (2 Je­­nis pe­ne­­­litian merupakan penelitian kuantitatif, rancangan penelitian eks­pe­ri­men semu, se­­­dangkan desain penelitian Non-Equivalent Groups Pretest-Posttest De­­sign. Ha­sil penelitian menunjukkan bahwa: (1 tingkat keterampilan soft skill de­ngan pe­ne­rap­an model GI mengalami peningkatan margin nilai sebesar 6,14, dan (2 ting­­­kat ke­te­ram­­pilan soft skill dengan penerapan model konvensional tidak meng­alami kenaikan ni­lai, tetapi mengalami penurunan margin nilai sebesar 1,11. Ada per­be­­­daan yang sig­ni­fikan soft skill siswa antara penerapan model GI dan konvensional, un­­­tuk pengantar soft

Training Inference Making Skills Using a Situation Model Approach Improves Reading Comprehension

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Lisanne eBos

2016-02-01

Full Text Available This study aimed to enhance third and fourth graders’ text comprehension at the situation model level. Therefore, we tested a reading strategy training developed to target inference making skills, which are widely considered to be pivotal to situation model construction. The training was grounded in contemporary literature on situation model-based inference making and addressed the source (text-based versus knowledge-based, type (necessary versus unnecessary for (re-establishing coherence, and depth of an inference (making single lexical inferences versus combining multiple lexical inferences, as well as the type of searching strategy (forward versus backward. Results indicated that, compared to a control group (n = 51, children who followed the experimental training (n = 67 improved their inference making skills supportive to situation model construction. Importantly, our training also resulted in increased levels of general reading comprehension and motivation. In sum, this study showed that a ‘level of text representation’-approach can provide a useful framework to teach inference making skills to third and fourth graders.

Exploring the New Narrative of Internet News

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Ya-Hui Chen

2014-10-01

Full Text Available This paper demonstrates that digital tools provide opportunities for new storytelling techniques. To take full advantage of the new media resources and to establish an innovative news narrative structure, the existing research limit and the relationship between narrative and the media were examined. This paper progresses from a discussion on the narrative structure to how the plot of a story is influenced by its discourse, and then to how different media characteristics can change the structure and voice of the involved narrative. A new narrative structure that can be used to explore the hypertext and interactivity of Internet news is described. Finally, this paper discusses the cultivation of news storytelling in the digital age.

Adolescents' Intergenerational Narratives across Cultures

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Reese, Elaine; Fivush, Robyn; Merrill, Natalie; Wang, Qi; McAnally, Helena

2017-01-01

Adolescents' intergenerational narratives--the stories they tell about their mothers' and fathers' early experiences--are an important component of their identities (Fivush & Merrill, 2016; Merrill & Fivush, 2016). This study explored adolescents' intergenerational narratives across cultures. Adolescents aged 12 to 21 from 3 cultural…

Understanding personal narratives: an approach to practice.

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Gaydos, H Lea

2005-02-01

This paper explores the need for and nature of personal narratives and their relevance to nursing practice. It proposes that the co-creative aesthetic process can be used to understand and co-create personal narratives through an emphasis on self-defining memories and metaphor. Many authors in nursing and other human sciences have recognized the need for and importance of personal narrative, its relationship to aesthetic knowing and its value in qualitative research and in practice. The role of memory and metaphor in the creation of meaning in personal narratives, however, has not been sufficiently explored in nursing literature. The nature of personal narrative is explored, focusing on the way meaning is created from self-defining memories using metaphor. Then, the importance of personal narratives in nursing practice is considered, followed by discussion about how meaning in personal narratives may be co-created between clients and nurses using an aesthetic process developed by the author. The co-creative aesthetic process is an example of nursing as art and can be used to co-create personal narratives in practice. The experience of co-creating a self story with a nurse can be healing, as the self story is heard by a caring person, memories are understood in new ways, and the self story is both confirmed and recreated.

A Return to Methodological Commitment: Reflections on Narrative Inquiry

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Caine, Vera; Estefan, Andrew; Clandinin, D. Jean

2013-01-01

In the 25 years since narrative inquiry emerged as a social science research methodology, it has been rapidly taken up in the social sciences. In what is sometimes called a "narrative revolution," researchers with diverse understandings have co-opted the concept of narrative inquiry and used narrative inquiry or narrative research to…

Methods of Cinematic Narrative in Today’s Ghazal

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Mohsen Mohammadi fesharaki

2014-08-01

Full Text Available Abstract With Highlighted presence of video m edia in society, its impact on other branches of art and poetry is seen more than before. At the beginning of being familiar with movie in Iran's traditional society, the subject was somehow a taboo and there was no trace of its influence on literature. Due to their poets' worldview, Nimaian poetry and subsequently blank verse reconciled with cinema earlier than classical poetry , but after Iran revolution and deep transformations resulting from war, Ghazal considered cinema and methods of narrative in cinema with a new look. This process is clearly evident in the lyric poets of the post- revolution.  Narrative  "In the simplest sense, narrative is a story that occurs during time and the narrator is one who narrates the story" (Khalil, 1383: p 107. Better expressed, "The story is what is said and narration is how to say it" (Afkhami, 1382: p 59. One of the main concerns of Nima is entering narrative element as an effective actor in poetry, but perhaps as intensely as contemporary poets of Ghazal have noticed to this Nima's advice, today his followers do not.   Narrative in Persian poetry   Narratives form a large part of Persian literature . Narrative poem dates back to the first versified epics . In Persian , narrative poetry is often versified in the form of couplet-poem and in two meter of Motaghareb and Hazaj as follows :   1 - " national epic narratives   2 - historical narratives   3 - love and public narratives   4 - allegorical or moral narratives "( Dad, 13 80: narrative poetry entry   Characteristics of narrative Ghazal   1- The first outcome of narrative Ghazal is the strength of its vertical axis . This artistically makes Ghazal a systematic and coherent structure in which verse or hemistich is no more a semantic unit , but all parts of poem carries the burden of meaning of the poem , so verses can no longer move or change .   2-Translatability is the other results of narrative

Improving Junior High Schools' Critical Thinking Skills Based on Test Three Different Models of Learning

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Fuad, Nur Miftahul; Zubaidah, Siti; Mahanal, Susriyati; Suarsini, Endang

2017-01-01

The aims of this study were (1) to find out the differences in critical thinking skills among students who were given three different learning models: differentiated science inquiry combined with mind map, differentiated science inquiry model, and conventional model, (2) to find out the differences of critical thinking skills among male and female…

Hybrid Fictionality and Vicarious Narrative Experience

DEFF Research Database (Denmark)

Hatavara, Mari Annukka; Mildorf, Jarmila

2017-01-01

This article discusses the recent trends in Fictionality Studies and argues for a point of view focusing more on the narrative dimension of fictionality than on the fictive story content. With the analysis of two case studies, where a non-fictional third person narrator represents the experience...... with other minds travel between fictional and nonfictional narratives, and between stories artistically designed and those occurring in conversational or documentary environments....

Models of home care services for persons with dementia: a narrative review.

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Low, Lee-Fay; Fletcher, Jennifer

2015-10-01

Worldwide trends of increasing dementia prevalence, have put economic and workforce pressures to shifting care for persons with dementia from residential care to home care. We reviewed the effects of the four dominant models of home care delivery on outcomes for community-dwelling persons with dementia. These models are: case management, integrated care, consumer directed care, and restorative care. This narrative review describes benefits and possible drawbacks for persons with dementia outcomes and elements that comprise successful programs. Case management for persons with dementia may increase use of community-based services and delay nursing home admission. Integrated care is associated with greater client satisfaction, increased use of community based services, and reduced hospital days however the clinical impacts on persons with dementia and their carers are not known. Consumer directed care increases satisfaction with care and service usage, but had little effect on clinical outcomes. Restorative models of home care have been shown to improve function and quality of life however these trials have excluded persons with dementia, with the exception of a pilot study. There has been a little research into models of home care for people with dementia, and no head-to-head comparison of the different models. Research to inform evidence-based policy and service delivery for people with dementia needs to evaluate both the impact of different models on outcomes, and investigate how to best deliver these models to maximize outcomes.

Aging and the segmentation of narrative film.

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Kurby, Christopher A; Asiala, Lillian K E; Mills, Steven R

2014-01-01

The perception of event structure in continuous activity is important for everyday comprehension. Although the segmentation of experience into events is a normal concomitant of perceptual processing, previous research has shown age differences in the ability to perceive structure in naturalistic activity, such as a movie of someone washing a car. However, past research has also shown that older adults have a preserved ability to comprehend events in narrative text, which suggests that narrative may improve the event processing of older adults. This study tested whether there are age differences in event segmentation at the intersection of continuous activity and narrative: narrative film. Younger and older adults watched and segmented a narrative film, The Red Balloon, into coarse and fine events. Changes in situational features, such as changes in characters, goals, and objects predicted segmentation. Analyses revealed little age-difference in segmentation behavior. This suggests the possibility that narrative structure supports event understanding for older adults.

Are revised models better models? A skill score assessment of regional interannual variability

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Sperber, Kenneth R.; Participating AMIP Modelling Groups

1999-05-01

Various skill scores are used to assess the performance of revised models relative to their original configurations. The interannual variability of all-India, Sahel and Nordeste rainfall and summer monsoon windshear is examined in integrations performed under the experimental design of the Atmospheric Model Intercomparison Project. For the indices considered, the revised models exhibit greater fidelity at simulating the observed interannual variability. Interannual variability of all-India rainfall is better simulated by models that have a more realistic rainfall climatology in the vicinity of India, indicating the beneficial effect of reducing systematic model error.

Narrative Cognition in Interactive Systems

DEFF Research Database (Denmark)

Bruni, Luis Emilio; Baceviciute, Sarune; Arief, Mohammed

2014-01-01

In this article we explore some of the methodological problems related to characterizing cognitive aspects of involvement with interactive narratives using well known EEG/ERP techniques. To exemplify this, we construct an experimental EEG-ERP set-up with an interactive narrative that considers th...

Exploring the Experiences of Living With Stroke Through Narrative: Stroke Survivors' Perspectives.

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Nasr, Nasrin; Mawson, Susan; Wright, Peter; Parker, Jack; Mountain, Gail

2016-01-01

Chronic illness models are normally used to explain and predict the experience of living with a long-term condition. The aim of this study was to present the findings of narrative interviews with stroke survivors and their family carers to understand their experiences of stroke. We interviewed five people with stroke and three family carers from the United Kingdom. We used thematic analysis to generate themes from their narrative accounts and then linked them to broader theoretical perspectives while influenced by the concept of reinterpretation of life. The narrative accounts of participants are mainly structured based on how their changed bodies poststroke changed their identities and roles and consequently their relationships with others. In this study, we underline the need for using methods like narrative to explain strategies that people use to make sense of their experiences of living with a long-term condition such as stroke.

Properties of the Narrative Scoring Scheme Using Narrative Retells in Young School-Age Children

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Heilmann, John; Miller, Jon F.; Nockerts, Ann; Dunaway, Claudia

2010-01-01

Purpose: To evaluate the clinical utility of the narrative scoring scheme (NSS) as an index of narrative macrostructure for young school-age children. Method: Oral retells of a wordless picture book were elicited from 129 typically developing children, ages 5-7. A series of correlations and hierarchical regression equations were completed using…

Using the Dynamic Model to Identify Stages of Teacher Skills in Assessment

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Christoforidou, Margarita; Xirafidou, Elisavet

2014-01-01

The article presents the results of two cross-sectional studies that investigate teachers' skills in using various techniques of assessment in mathematics by taking into account the four phases of assessment. The five dimensions of the dynamic model are also taken into account in proposing a framework for measuring teacher skills in assessment.…

Coping modeling problem solving versus mastery modeling: effects on adherence, in-session process, and skill acquisition in a residential parent-training program.

Science.gov (United States)

Cunningham, C E; Davis, J R; Bremner, R; Dunn, K W; Rzasa, T

1993-10-01

This trial compared two approaches used to introduce parenting skills in a residential staff training program. Fifty staff were randomly assigned to: mastery modelling in which videotaped models demonstrated new skills, coping modelling problem solving (CMPS) in which participants formulated their own solutions to the errors depicted by videotaped models, or a waiting-list control group. In both, leaders used modelling, role playing, and homework projects to promote mastery and transfer of new skills. The skills of all groups improved, but CMPS participants attended more sessions, were late to fewer sessions, completed more homework, engaged in more cooperative in-session interaction, rated the program more positively, and reported higher job accomplishment scores. These data suggest that CMPS allowing participants to formulate their own solutions may enhance adherence and reduce the resistance observed in more didactic programs.

Using Video-Based Modeling to Promote Acquisition of Fundamental Motor Skills

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Obrusnikova, Iva; Rattigan, Peter J.

2016-01-01

Video-based modeling is becoming increasingly popular for teaching fundamental motor skills to children in physical education. Two frequently used video-based instructional strategies that incorporate modeling are video prompting (VP) and video modeling (VM). Both strategies have been used across multiple disciplines and populations to teach a…

Innovative learning model for improving students’ argumentation skill and concept understanding on science

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Nafsiati Astuti, Rini

2018-04-01

Argumentation skill is the ability to compose and maintain arguments consisting of claims, supports for evidence, and strengthened-reasons. Argumentation is an important skill student needs to face the challenges of globalization in the 21st century. It is not an ability that can be developed by itself along with the physical development of human, but it must be developed under nerve like process, giving stimulus so as to require a person to be able to argue. Therefore, teachers should develop students’ skill of arguing in science learning in the classroom. The purpose of this study is to obtain an innovative learning model that are valid in terms of content and construct in improving the skills of argumentation and concept understanding of junior high school students. The assessment of content validity and construct validity was done through Focus Group Discussion (FGD), using the content and construct validation sheet, book model, learning video, and a set of learning aids for one meeting. Assessment results from 3 (three) experts showed that the learning model developed in the category was valid. The validity itself shows that the developed learning model has met the content requirement, the student needs, state of the art, strong theoretical and empirical foundation and construct validity, which has a connection of syntax stages and components of learning model so that it can be applied in the classroom activities

PENGEMBANGAN MODEL PELATIHAN SOFT-SKILLS PADA SISWA SEKOLAH MENENGAH PERTAMA NEGERI (SMPN) DI KOTA MATARAM

OpenAIRE

Anik Darmiany

2016-01-01

Abstrak : Penelitian dan pengembangan ini bertujuan menghasilkan model pelatihan soft-skill khususnya keterampilan komunikasi dan kendali emosi siswa sekolah menengah pertama negeri (SMPN) di kota Mataram. Metode penelitian dan pengembangan dilakukan melalui tiga tahap dari sepuluh langkah Borg & Gall yaitu, (1) penelitian awal (analisis kebutuhan), (2) pengembangan model pelatihan, (3) uji coba dan evaluasi model. Hasil penelitian menunjukkan bahwa pengembangan model pelatihan soft-skill men...

Setswana Oral Narrative Performance | Nhlekisana | Marang ...

African Journals Online (AJOL)

PROMOTING ACCESS TO AFRICAN RESEARCH. AFRICAN ... This paper argues that the Setswana storytelling session is a highly participatory event. The paper ... Keywords: performance, storytelling, narrator, audience, narrative, Setswana ...

The method of narration in "Woman in the Dunes"

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