Patterns in personal experience narratives: storytelling at cod harbour - a Newfoundland fishing community

This study is concerned with storytelling as a part of the folk culture of a fishing community on the north east coast of Newfoundland. The study is based on field work done in the community throughout the summer of 1969 during which I tape recorded oral narratives along with other folklore and folklife material . The principal genre discussed is the personal experience narrative which is an account of the experiences of either the narrator, someone in his kin network, orhis friends. It was found that a large number of community residents communicate in narrative form and that the narratives function to substantiate conversation preceeding the narrativei have a didactic function; function as a means of entertainment~ and reflect the narrators' and the community's value system. The methods employed in collecting the material were the directive and the non-directive interview techniques and participant observation. Collecting was done mainly among fishermen between fifty and eighty years of age and who, on -the average, had not gone beyond the sixth grade in school. Since the narratives are so much a part of the environment, I give an account of the community culture. The principal things that I deal with are the community's history, economy, education, religion, and social life which includes rites of passage, calendar customs , social events, visiting patterns, and gossip. Information in each of these categories is based primarily on oral reports, narratives and documented materials. After a discussion of the storytelling process in the community, I deal specifically with four male narrators. For each I give biographical information, discuss his repertoire, telling situations, style, and give a sampling of his narratives. The fourth narrator is discussed in more detail than the first three. The narratives of the latter comprise the final chapter in the study, and have been analyzed to show what they tell us about the narrator's style, his value system, and the community culture.

Simultaneous optimisation of structural topology and material grading using level set method

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The Politics of Culture and the Space for Islam : Soviet and Post-Soviet Imaginaries in Uzbekistan

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The Politics of Culture and the Space for Islam : Soviet and Post-Soviet Imaginaries in Uzbekistan

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Production of ethanol, organic acids and hydrogen : an opportunity for mixed culture biotechnology?

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A Naturalist Abroad in the Museum of Ontology : Phillipe Descola's Beyond Nature and Culture

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Material mnemonics and competing narratives in Palestine-Israel

Acknowledgements This work was supported by a grant from the Netherlands Institute for Advanced Study in the Humanities and Social Sciences (NIAS) and The Carnegie Trust for the Universities of Scotland [31860].

Simultaneous material and structural optimization by multiscale topology optimization

Acknowledgments The authors acknowledge the support from Engineering and Physical Sciences Research Council, grant number EP/M002322/1. The authors would also like to thank Numerical Analysis Group at the Rutherford Appleton Laboratory for their FORTRAN HSL packages (HSL, a collection of Fortran codes for large-scale scientific computation. See http://www.hsl.rl.ac.uk/).

Body composition and basal metabolic rate in pre-school children : no sex difference

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The Politics of Culture and the Space for Islam : Soviet and Post-Soviet Imaginaries in Uzbekistan

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O ensino de arte pós-moderno na arte de Daniel Francisco de Souza

This thesis presents a research that links cultural history and visual culture in a sociobiographical approach. It gives a “political treatment” to the educational experience in the transition of art teaching from the modern to the postmodern. By taking into account my experiences as an educator and the poetic practice in Daniel Francisco de Souza’s visual art, I propose a dialogue with his art and a series of visual narratives this artist/student produced at the time of his education and recently. Such visual narratives were taken as research source and research subject. They were created in a rural setting in dialogue with formal art teaching in two phases: 1992–6, when Daniel Fran cisco attended elementary school in the rural area of Uberlândia, MG; and 2008–10, when he attended Visual Arts graduation at Federal University of Uberlândia city. I analyze historical processes related to art and teaching, from the early sixteenth century to the present times, to realize residues in students’ poetic experiences. I relate Brazilian educational public policies with experi- ences in that rural school. I try to show the extent to which our educational practices triggered experiences — from ones common to intense ones — and promoted forms of “emancipation-knowledge” or “regulation-knowledge” and how the “selective tradition” was and how art predetermined history images gave way to everyday visual references, pointing to the “broad field” of visual culture. I make an effort to show Daniel Francisco’s work as an adult by tak- ing it according to different approaches. In a poetic reading, first, I emphasixe the material and the symbolic in his art. In a second look, I approach his work through the intertwining experiences of three characters from different times and places that participated in the making of his art: the artist farmer, the artist teacher and the teacher researcher. I assume the existence of a mutual cultural incompleteness in these three characters; which means that parts of their “structures of feeling” built on the interrelationship among them are part of the artist’ work as a historical content decanted. Thirdly, I demonstrate how the artist sees his place as a key re ference to his poetic creation. His work does not reflect the rural bucolic as something untouched. In showing the difficulty in distinguishing the archaic residual, I identify emerging issues in his work. I conclude that the artist — Daniel Francisco — and the researcher — myself — present maverick features: both are scavengers; their productions approach the working with scraps in art and in the academy; even momentarily, they live in exile in the warmth of the borders or the edges, from where one sees the center clearly. In these spaces, when certain structures and normative codes enter into coalition, they fragment pre-established strategies and stimulate the creation of survival tactics.

Care-less spaces and identity construction:transition to secondary school for disabled children

There is a growing body of literature which marks out a feminist ethics of care and it is within this framework we understand transitions from primary to secondary school education can be challenging and care-less, especially for disabled children. By exploring the narratives of parents and professionals, we investigate transitions and self-identity, as a meaningful transition depends on the care-full spaces pupils inhabit. These education narratives are all in the context of privileging academic attainment and a culture of testing and examinations. Parents and professionals, as well as children are also surveyed. Until there are care-full education processes, marginalisation will remain, impacting on disabled children’s transition to secondary school and healthy identity construction. Moreover, if educational challenges are not addressed, their life chances are increasingly limited. Interdependent caring work enables engagement in a meaningful education and positive identity formation. In school and at home, care-full spaces are key in this process.

A study of primary teeth restored by intracoronal restorations in children participating in an undergraduate teaching programme at Cork University Dental School and Hospital, Ireland

Aim: To study the outcomes for restored primary molar teeth; to examine outcomes in relation to tooth type involved, intracoronal restoration complexity and to the material used. Materials and methods: Design: Retrospective study of primary molar teeth restored by intracoronal restorations. A series of restored primary molar teeth for children aged 6-12 years was studied. The principal outcome measure was failure of initial restoration (re-restoration or extraction). Three hundred patient records were studied to include three equal groups of primary molar teeth restored with amalgam, composite or glass ionomer, respectively. Restorative materials, the restoration type, simple (single surface) or complex (multi-surface) restoration, and tooth notation were recorded. Subsequent interventions were examined. Data were coded and entered into a Microsoft Excel database and analysis undertaken using SPSS v.18. Statistical differences were tested using the c2 test of statistical significance. Results: Of the 300 teeth studied, 61 restoration failures were recorded with 11 of those extracted. No significant differences were found between outcomes for upper first, upper second, lower first or lower second primary molars. Outcomes for simple primary teeth restored by intracoronal restorations were significantly better than those for complex intracoronal restorations (P = 0.042). Teeth originally restored with amalgam accounted for 19.7% of the 61 failures, composite for 29.5%, while teeth restored with glass ionomer represented 50.8% of all restoration failures. The differences were significant (P = 0.012). Conclusions: The majority (79.7%) of the 300 restored primary teeth studied were successful, and 3.7% teeth were extracted. Restorations involving more than one surface had almost twice the failure rate of single surface restorations. The difference was significant. Significant differences in failure rates for the three dental materials studied were recorded. Amalgam had the lowest failure rate while the failure rate with glass ionomer was the highest.

Institutional resistances before school mediation. An inquiry in the conflict settings

This paper deals with the conceptions of the different school actors about the meaning and the implications of mediation in their schools, drawing on data from a qualitative approach carried out as part of a wider project to map mediation perspectives and practices in Catalonia. The authors analyze the scope of the situations regarded as suitable or unsuitable for the introduction of restorative practices, as well as the resistance to change in the practice of conflict resolutions and in the democratization of school culture.