PRODUÇÃO DE SENTIDOS NA INFÂNCIA: MEDIAÇÕES NA RECEPÇÃO DA SÉRIE DE ANIMAÇÃO DOUG FUNNIE

Esta pesquisa propõe uma reflexão a respeito dos processos de recepção de produtos culturais por parte do telespectador infantil. A problematização está em investigar, valendo-se dos referenciais teóricos das mediações comunicativas da cultura e do enfoque integral da audiência, como as crianças com idade entre 7 e 12 anos interagem com as narrativas audiovisuais, especialmente com a série de animação televisiva, para desta perspectiva compreender como se dão a apropriação e a produção de sentidos no cotidiano, tomando-se por base a interpretação do desenho animado Doug Funnie. O estudo emprega como metodologia a revisão de literatura combinada ao grupo de discussão norteado pelo modelo teórico-metodológico da mediação múltipla formulado por Guillermo Orozco Gómez, com base no paradigma das mediações de Jesús Martín-Barbero. A pesquisa de recepção, realizada em ambiente escolar, constatou que a comunicação midiática é de natureza dialógica e implica em reconhecimento e projeção do interlocutor no universo da ficção, assim, a produção de sentidos em relação ao desenho animado não está contida no audiovisual, mas no contexto sociocultural no qual interlocutores relacionam-se entre si e com os meios. E desta interação emergem a compreensão e a recriação dos produtos culturais, sinalizando que as interpretações do telespectador infantil revelam a sua maneira de ver o mundo.

PRODUÇÃO DE SENTIDOS NA INFÂNCIA: MEDIAÇÕES NA RECEPÇÃO DA SÉRIE DE ANIMAÇÃO DOUG FUNNIE

Esta pesquisa propõe uma reflexão a respeito dos processos de recepção de produtos culturais por parte do telespectador infantil. A problematização está em investigar, valendo-se dos referenciais teóricos das mediações comunicativas da cultura e do enfoque integral da audiência, como as crianças com idade entre 7 e 12 anos interagem com as narrativas audiovisuais, especialmente com a série de animação televisiva, para desta perspectiva compreender como se dão a apropriação e a produção de sentidos no cotidiano, tomando-se por base a interpretação do desenho animado Doug Funnie. O estudo emprega como metodologia a revisão de literatura combinada ao grupo de discussão norteado pelo modelo teórico-metodológico da mediação múltipla formulado por Guillermo Orozco Gómez, com base no paradigma das mediações de Jesús Martín-Barbero. A pesquisa de recepção, realizada em ambiente escolar, constatou que a comunicação midiática é de natureza dialógica e implica em reconhecimento e projeção do interlocutor no universo da ficção, assim, a produção de sentidos em relação ao desenho animado não está contida no audiovisual, mas no contexto sociocultural no qual interlocutores relacionam-se entre si e com os meios. E desta interação emergem a compreensão e a recriação dos produtos culturais, sinalizando que as interpretações do telespectador infantil revelam a sua maneira de ver o mundo.

Figures of Time : Preemptive Narratives in Recent Television Series

Faute de droits d'auteurs pour les captures d'écrans, mon document ne contient pas d'images. Si vous voudriez consulter ma thèse avec les images, veuillez me contacter.

Mimic life; or, Before and behind the curtain. A series of narratives,

Mode of access: Internet.

France and England in North America: a series of historical narratives,

pt. 1. Pioneers of France in the new world 1880. -- pt. 2. The Jesuits in North America. 1880 - pt. 3. La Salle and the discovery of the Great West 1880. -- pt. 4. The old régime in Canada 1880 -- pt. 5. Count Frontenac and New France under Louis XIV 1880 -- pt.6. A half-century of conflict 1905 -- pt.7 Montcalm and Wolfe 1903. 2 v.

Harper's story books. A series of narratives, dialogues, biographies, and tales, for the instruction and entertainment of the young. Embellished with numerous and beautiful engravings.

Each story has also special t.p.

France and England in North America; a series of historical narratives,

Includes various editions of some volumes.

Merging fact with fiction : a study of year 9 students' developing scientific literacy through the writing of hybridised scientific narratives on a socioscientific issue

International assessments of student science achievement, and growing evidence of students' waning interest in school science, have ensured that the development of scientific literacy continues to remain an important educational priority. Furthermore, researchers have called for teaching and learning strategies to engage students in the learning of science, particularly in the middle years of schooling. This study extends previous national and international research that has established a link between writing and learning science. Specifically, it investigates the learning experiences of eight intact Year 9 science classes as they engage in the writing of short stories that merge scientific and narrative genres (i.e., hybridised scientific narratives) about the socioscientific issue of biosecurity. This study employed a triangulation mixed methods research design, generating both quantitative and qualitative data, in order to investigate three research questions that examined the extent to which the students' participation in the study enhanced their scientific literacy; the extent to which the students demonstrated conceptual understanding of related scientific concepts through their written artefacts and in interviews about the artefacts; and the extent to which the students' participation in the project influenced their attitudes toward science and science learning. Three aspects of scientific literacy were investigated in this study: conceptual science understandings (a derived sense of scientific literacy), the students' transformation of scientific information in written stories about biosecurity (simple and expanded fundamental senses of scientific literacy), and attitudes toward science and science learning. The stories written by students in a selected case study class (N=26) were analysed quantitatively using a series of specifically-designed matrices that produce numerical scores that reflect students' developing fundamental and derived senses of scientific literacy. All students (N=152) also completed a Likert-style instrument (i.e., BioQuiz), pretest and posttest, that examined their interest in learning science, science self-efficacy, their perceived personal and general value of science, their familiarity with biosecurity issues, and their attitudes toward biosecurity. Socioscientific issues (SSI) education served as a theoretical framework for this study. It sought to investigate an alternative discourse with which students can engage in the context of SSI education, and the role of positive attitudes in engaging students in the negotiation of socioscientific issues. Results of the study have revealed that writing BioStories enhanced selected aspects of the participants' attitudes toward science and science learning, and their awareness and conceptual understanding of issues relating to biosecurity. Furthermore, the students' written artefacts alone did not provide an accurate representation of the level of their conceptual science understandings. An examination of these artefacts in combination with interviews about the students' written work provided a more comprehensive assessment of their developing scientific literacy. These findings support extensive calls for the utilisation of diversified writing-to-learn strategies in the science classroom, and therefore make a significant contribution to the writing-to-learn science literature, particularly in relation to the use of hybridised scientific genres. At the same time, this study presents the argument that the writing of hybridised scientific narratives such as BioStories can be used to complement the types of written discourse with which students engage in the negotiation of socioscientific issues, namely, argumentation, as the development of positive attitudes toward science and science learning can encourage students' participation in the discourse of science. The implications of this study for curricular design and implementation, and for further research, are also discussed.

Gimmelife : listening for dialogic voices in the email self-narratives of gifted young adolescents

The art of listening for voices within narrative research is a positive endeavour that has specific value within research design and subsequent approaches to analysis. This paper details an investigation into the dialogic nature of voices among gifted young adolescents who engaged in the co-construction of email-generated self-narratives. Data are drawn from a study involving ten adolescents, aged between ten and fourteen years, diagnosed as gifted according to Australian guidelines. Individual participants were asked to produce self-managed journal entries written and sent as asynchronous emails to the researcher who was the sole recipient and respondent. Within this approach, specific techniques of listening were used to examine a series of multi-vocal narratives generated over a period of six months. This paper proposes that an adaptation of the everyday convenience of email with the traditional journal format as a self-report mechanism creates a synergy that fosters self-disclosure. Individual excerpts are presented to show that the harnessing of personal narratives within an email context has potential to yield valuable insights into the emotions, personal realities and experiences of gifted young adolescents. Furthermore, the co-construction of self-expressive and explanatory narratives supported by a facilitative adult listener appeared to promote healthy self-awareness amongst participants. This paper contributes to narrative exploration in two distinct ways: first, in using online methods for gaining access to the everyday, emotional realities of participants; and, second, in demonstrating the value of listening as a narrative technique for uncovering layers of voices across a body of texts produced over time. These methods represent an innovative attempt to move beyond face-to-face approaches and away from a focus on content and coding techniques that might oversimplify complex emotions.

Nineteenth century narratives reveal historic catch rates for Australian snapper (Pagrus auratus)

Snapper (Pagrus auratus) is widely distributed throughout subtropical and temperate southern oceans and forms a significant recreational and commercial fishery in Queensland, Australia. Using data from government reports, media sources, popular publications and a government fisheries survey carried out in 1910, we compiled information on individual snapper fishing trips that took place prior to the commencement of fisherywide organized data collection, from 1871 to 1939. In addition to extracting all available quantitative data, we translated qualitative information into bounded estimates and used multiple imputation to handle missing values, forming 287 records for which catch rate (snapper fisher−1 h−1) could be derived. Uncertainty was handled through a parametric maximum likelihood framework (a transformed trivariate Gaussian), which facilitated statistical comparisons between data sources. No statistically significant differences in catch rates were found among media sources and the government fisheries survey. Catch rates remained stable throughout the time series, averaging 3.75 snapper fisher−1 h−1 (95% confidence interval, 3.42–4.09) as the fishery expanded into new grounds. In comparison, a contemporary (1993–2002) south-east Queensland charter fishery produced an average catch rate of 0.4 snapper fisher−1 h−1 (95% confidence interval, 0.31–0.58). These data illustrate the productivity of a fishery during its earliest years of development and represent the earliest catch rate data globally for this species. By adopting a formalized approach to address issues common to many historical records – missing data, a lack of quantitative information and reporting bias – our analysis demonstrates the potential for historical narratives to contribute to contemporary fisheries management.

The Great War on the small screen: televisual narratives of the First World War.

In Britain since the 1960s television has been the site where the Western Front of popular culture has clashed with the Western Front of history. This talk will examine the ways in which those involved in the production of historical documentaries for this most influential media have struggled to communicate the stories of the First World War to British audiences. From the landmark epic series The Great War (BBC, 1964) up to more recent controversial productions such as The Trench (BBC, 2002) and Not Forgotten: The Men Who Wouldn't Fight (BBC, 2008), Emma Hanna will give an overview of the production, broadcast and reception of a number of British television documentaries to examine the difficult relationship between the war's history and its popular memory. [From the Author]

Cultivating Compassion through analysis of online patient narratives

Compassion is at the forefront of national and international healthcare policy, practice and educational debates as a result of a series of recent reports (Mid Staffordshire NHS Foundation Trust Inquiry, 2010, Lown et al 2011, Mannion, 2014). Arguably, this emphasis on compassion is in juxtaposition to an increasingly complex technological healthcare system focused upon outcomes, efficiency, productivity and competence. Within this fast paced and time pressured environment innovative strategies are required to cultivate and sustain compassion among healthcare professionals.

Understanding the person’s experience of illness and making an emotional connection are key processes in cultivating compassion (Dewar, 2013). The exponential growth in unsolicited patient narratives has the potential to provide invaluable insight into what matters to patients and their experience of illness. For many patients these stories ‘reclaim’ their illnesses from the traditional biomedical model of disease and reveal otherwise hidden aspects of their experience. The content though freely accessible, is however unedited and lacks safeguards in relation to the quality or accuracy of the information provided. Despite these concerns, healthcare professionals are now challenged to pay attention to these unsolicited patient stories and to consider how they can inform and improve patient care.

This paper discusses the use of online patient narratives in undergraduate nurse education to cultivate compassion. Critical analysis of online patient narratives is advocated as a potential educational strategy to cultivate compassion among future health care professionals.

References
Dewar,B. (2013) Cultivating compassionate care Nursing Standard 27, (34) 48-55

Lown B, Rosen J, Martilla J.(2011) An agenda for improving compassionate care: a survey shows about half of patients say such care is missing. Health Affairs (Millwood) 30, 1772–8.
Mannion,R. (2014) Enabling compassionate healthcare: perils, prospects and perspectives International Journal of Health Policy and Management 2, 115-7
Mid Staffordshire NHS Foundation Trust Inquiry (2010). Independent Inquiry into care provided by Mid Staffordshire NHS Foundation London: Stationery Office.

Narratives of Variation in Teacher-Pupil Relationships Across a Career

This paper reports on the findings of a research study focused on teacher perceptions of their relationships with pupils over three phases of a career. Data collected from thirty primary school teachers using a critical event narrative approach were coded and compared across the three groups of teachers at different points in their careers; 0-7 years, 8-23 years, and over 24 years. The study, based in the United Kingdom, highlighted a complex development amongst teachers which centres on five key areas identified as differentiating between the three career phases; interaction, behaviour, expectations, proximity and control. Results indicate that teachers go through a series of relationship transitions in relation to these five areas, and that these transitions can often confront teachers with conflicting views of what positive teacher-pupil relationships are and create personal dissonance as they try to make sense of their role in these relationships. Based on empirical evidence, this paper argues that positive relationships with pupils are not necessarily associated with experience and that the transitions teachers experience through their career is of concern given the centrality of teacher-pupil relationships to effective teaching.

The Totalizing and Silencing Features of Meta‐Narratives and Master Concepts

This paper is organized in the following way. First I deal with Hardt’s and Negri’s Empire; the second section of the paper focuses on Beck´s World Risk Society; the third main section of this paper tackles the functional differentiation argument posed by Buzan and Albert. By way of conclusion, the final section of this paper briefly discusses alternatives to grand-narratives and master concepts.