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Story telling is one of the most time honored methods for conveying ideas, inspiring action and offering insights into the foibles and ferment of the human condition. This editorial offers a glimpse into what is sparking the imaginations and passions of health promotion professionals by simply asking them 'what are you reading?' Those who shared the books currently sitting alongside their reading chairs were not asked to select books that were related to improving health and well-being. Still, it came as no surprise that contributors to this article uniformly described plots, characters and narratives that illuminate how life circumstances can accost health and jeopardize well-being. What's more, you will see that in fiction, non-fiction and fanciful fables alike, health promotion professionals extract inspiration from these books and find ways to apply the moral of these stories toward the improvement of our profession. [ABSTRACT FROM AUTHOR]

Show and tell, role-play, and storytelling are all enjoyable speaking practice approaches for educators to utilize when teaching English. Therefore, the goal of this study is to assess the efficacy of the Show-and-Tell, Role-Play, and Storytelling methods for improving English speaking skills. The results of this study were obtained using JASP software, and 60 research findings met the criteria for the analysis, which shows a significant statistical impact from the three speaking approaches. In the Show-and-Tell method, the effect size value was 1.09 (High Effect), in the Role-Play method it was 1.13 (Very High Effect), and in the Storytelling method it was 1.34 (Very High Effect). However, Storytelling has a greater impact than the other methods. Furthermore, this study suggests that research published in 2022 has the largest effect, with 1,371 (Very High Effect). Meanwhile, analyzing the number of participants, it is clear that a study with more than 52 persons has the biggest impact, with an estimated value of 1.257 (Very High Effect). Among the methods, Story-Telling had a higher influence than the other methods in teaching English speaking skills. In conclusion, this meta-analysis provides strong evidence supporting the effectiveness of the Show-and-Tell, Role-Play, and Story-Telling methods in teaching English speaking skills. The findings underscore the need for educators to incorporate these methods into their pedagogical strategies to enhance students’ English speaking skills.

Empathy has been acknowledged as a necessary addition to the project manager's toolkit, yet there is little in the literature on how this may be used in practice. There is no one agreed definition of empathy. However, it is acknowledged that it is a complex multifactorial construct incorporating cognitive and affective components. Given the complexity of the construct, it is reasonable to suggest that the use of empathy within the project management context is similarly complex. There is a call to incorporate the lived experience of project managers in research, and this article seeks to do that by sharing stories from several Master of Project Management students about their experience with empathy in industry. By showcasing the practical applications of empathy in diverse industries and contexts, this study aims to inspire project management practitioners to engage in reflective discussions on the integral role of empathy in effective project management. [ABSTRACT FROM AUTHOR]

The social determinants of health are increasingly well understood by paediatricians. Policy and individual practitioner actions are emerging and have been described in previous Social Paediatrics symposia in this journal. This article describes a Poverty Truth Commission; an innovative approach to addressing the impact of poverty of children's health. This brings people who may not otherwise spend much time together, takes away job titles and uses the power of storytelling to effect change in the members of the commission and beyond. [ABSTRACT FROM AUTHOR]

Mixtecs and Zapotecs, originating from the Oaxaca area in Mexico, are among the largest indigenous groups of workers in California. Many adults in this community only access the health care system when sick and as a last resort. This article describes the development of a radionovela to inform the community about the importance of preventive health care. It was developed following the Sabido Method. The methodology to develop a radionovela may be of interest to other public health practitioners who want to develop educational materials in an engaging format, especially for communities that rely on oral, not written information.

Considering the importance of education especially for the newer field of education, the current study proposes a novel teaching method based on storytelling that aims to enhance the creativity of students and improve the effectiveness of learning. The method was applied and analyzed through a one-year teaching course case study to introduce topics regarding renewable energy. Despite traditional education, in which learning occurs through the direct transfer of information, here a plot with the theme of mountaineering and nature using real photos and narration of a fictional story was set for the implementation of the proposed method. Therefore, the unintentional consequences of conventional teaching including quick content forgetting, failure to define the main purpose, improper reaction, and low attractiveness and even effectiveness were prevented. Considering the affective and cognitive domains of Bloom’s Taxonomy as well as analyzing the performances of students during the teaching course and their final feedback, the results showed promising improvements including more participation (100%), better retention of content (receiving (75%) and remembering (83.33%)). While the learners preferred the proposed method and found it more effective (75%) and attractive (79.17%) than conventional teaching. Moreover, it was shown that the proposed method can improve education criteria in other affective and cognitive domains and is recommended to be considered for implementation in other complex engineering topics.

The journey experienced by women in higher education spans across the areas of teaching, research and leadership. As academics and scholars within these areas, women professionals find few opportunities to share what and how they have navigated this space. Adding in the complexity and challenges of pursuing a PhD to the existing burden placed on women in a gender-segregated environment can be taboo. In this paper, a novel methodology of Narrative Inquiry of reflective writing is used to explore the stories that may be difficult to articulate. We explore the experiences of women as they discover their leadership competencies and academic identities, and the support, motivation and successes they harnessed to complete their PhD. The collaborative sharing of these poetic pieces highlights new ways to actively engage outside of the existing closed communities. While we know that no two lived experiences are the same, this study will draw on the diversity of the experiences as a unifying and enabling narrative for other women on this path.

The well-being of the police workforce needs to be a priority as law enforcement agencies continue to adapt to emerging issues while serving their communities. Reflecting and sharing awe narratives, as well as being exposed to the awe stories of others, can enhance their resilience and support their overall well-being. This article, which is based on a special lecture given during the Law Enforcement and Public Health Conference held May 21-24, 2023, at Umea University in Umea, Sweden, uses phenomenology to examine the awe stories and experiences of police participants who took part in a resilience program as well as feedback during the conference discussion. The analysis demonstrates that awe narratives can serve as a gateway to other resilience practices including cognitive reappraisal, emotional intelligence, gratitude, humility, finding meaning and purpose in life, mindfulness, optimism and hope, self-compassion, self-efficacy, social connection, and managing uncertainty and ambiguity. Based on the findings, awe narratives should be considered for implementation in future police mental health and resilience training as an evidence-based practice to support the police workforce. [ABSTRACT FROM AUTHOR]

Using Jacob Bronowski's criteria of tactics, as shortterm solutions, and strategies, as long-range solutions of structural plans, the article considers how they provide points of identity and recognition in musical journeys: as deflective, intriguing timeprofiles as musical stories -- rather than Heinrich Schenker's reductive spatial hierarchies. Contemporary cognitive theory underscores the vital connection between categories of identity and the play of the imagination -- both within tonal and extended tonal language, and especially non-tonal contexts, where prime motifs, as in Bartók's Bluebeard's Castle, provide reference points in a psycho-drama of desire, and playing with fire. The closing reference to Bronowski reopens the intellectual landscape: that we are neither shut in nor shouted down by social media and the 'woke' society but retain the essential human capability of choice. [ABSTRACT FROM AUTHOR]

Copyright of Historische Zeitschrift is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The well-being of the police workforce needs to be a priority as law enforcement agencies continue to adapt to emerging issues while serving their communities. Reflecting and sharing awe narratives, as well as being exposed to the awe stories of others, can enhance their resilience and support their overall well-being. This article, which is based on a special lecture given during the Law Enforcement and Public Health Conference held May 21–24, 2023, at Umea University in Umea, Sweden, uses phenomenology to examine the awe stories and experiences of police participants who took part in a resilience program as well as feedback during the conference discussion. The analysis demonstrates that awe narratives can serve as a gateway to other resilience practices including cognitive reappraisal, emotional intelligence, gratitude, humility, finding meaning and purpose in life, mindfulness, optimism and hope, self-compassion, self-efficacy, social connection, and managing uncertainty and ambiguity. Based on the findings, awe narratives should be considered for implementation in future police mental health and resilience training as an evidence-based practice to support the police workforce.

The climate and ecological crises challenge all communities across the world, with the greatest impact upon the most vulnerable and the youngest. There are multiple impacts on mental health, including the psychological burdens that arise with increasing awareness of the loss, threat and injustice caused by these crises. Large numbers of young people globally are understandably concerned and distressed about these crises, whilst simultaneously reporting that their concerns are regularly dismissed and ignored, particularly by those in power. This can increase feelings of isolation and distress, particularly if they have no recourse to effect change. This pilot project sought to explore how a schools-based, co-created workshop for school pupils aged 16 to 18 years could use a community-oriented space to explore their eco-emotions, address feelings of isolation and engender a sense of realistic, active hope, using storytelling and images of possible futures. A 3-h workshop for delivery in schools was co-designed with young people, researchers, educators and clinicians, using principles of Youth Participatory Action Research (YPAR). Six school pupils aged 16-18 years consented and four completed the workshop, which involved a range of group-based activities to explore their understanding of the climate and ecological crises, support emotional expression related to these and engage in storytelling about hopeful and realistic futures. A live illustrator in attendance created shared images of the participants' fears and hopes. The workshop was recorded, transcribed and analysed using Thematic Analysis and sentiment analysis. Feedback was sought from participants at 1 and 4 weeks after completion and analysed using content analysis. Results indicated that participants reported a range of painful and positive emotions about the crises. They highly valued having space to express their experience alongside others. Storytelling and creativity appeared to help them articulate their feelings and hopes for the future, and gave them greater motivation and confidence in talking to others about these topics. This innovative pilot study suggests that a school-based youth participatory group could offer a novel way of helping young people to engage more with the climate and ecological crises in a way that supports their wellbeing. It provides strong support for future, larger-scale projects in this area. [ABSTRACT FROM AUTHOR]

As a creative writer, responding to social- political events Hariharan's writings occupy a very distinct space in Indian English Literature. Her narratives are very realistic with no attempts to allegorize. She presents them in all starkness, irony, and tragedy, right from her very first novel The Thousand Faces of Night. In Fugitive Histories Hariharan brings out the issues of communal disharmony in the name of religion from the women's point of view through the experience of three women's lives. She works around a narrative strategy of constructing hint which deepens the readers' involvement with the story. Consequently thoughts, dreams, desire, and secrets play a major role in her story telling. [ABSTRACT FROM AUTHOR]

One important class of applications entails a robot scrutinizing, monitoring, or recording the evolution of an uncertain time-extended process. This sort of situation leads to an interesting family of active perception problems that can be cast as planning problems in which the robot is limited in what it sees and must, thus, choose what to pay attention to. The distinguishing characteristic of this setting is that the robot has influence over what it captures via its sensors, but exercises no causal authority over the process evolving in the world. As such, the robot's objective is to observe the underlying process and to produce a "chronicle" of occurrent events, subject to a goal specification of the sorts of event sequences that may be of interest. This paper examines variants of such problems in which the robot aims to collect sets of observations to meet a rich specification of their sequential structure. We study this class of problems by modeling a stochastic process via a variant of a hidden Markov model and specify the event sequences of interest as a regular language, developing a vocabulary of "mutators" that enable sophisticated requirements to be expressed. Under different suppositions on the information gleaned about the event model, we formulate and solve different planning problems. The core underlying idea is the construction of a product between the event model and a specification automaton. Using this product, we compute a policy that minimizes the expected number of steps to reach a goal state. We introduce a general algorithm for this problem as well as several more efficient algorithms for important special cases. The paper reports and compares performance metrics by drawing on some small case studies analyzed in depth via simulation. Specifically, we study the effect of the robot's observation model on the average time required for the robot to record a desired story. We also compare our algorithm with a baseline greedy algorithm, showing that our algorithm outperforms the greedy algorithm in terms of the average time to record a desired story. In addition, experiments show that the algorithms tailored to specialized variants of the problem are rather more efficient than the general algorithm. [ABSTRACT FROM AUTHOR]

Recently, management theories such as knowledge creation, ambidextrous organization, and dynamic capability have gained attention. However, an issue is that there is no structured way to understand and apply them in an integrated way in practice. Similarly, narratives are used in management as a method of envisioning strategies and uniting organizations. An issue is that narratives do not contribute efficiently due to limited understanding of the structure of narratives and method of creating them. In this paper, the narrative matrix theory will be presented as a new framework that integrates these theories and enables to utilize narratives in practice.

Description of interactive oral story-telling in West African Niger-Congo languages, “orature” in contrast to “literature”, has traditionally been firmly in the domain of anthropological linguistics. The discourse structures of narrator-responder interaction and call-response chanted interludes and their prosody are an open challenge to discourse analysts, linguists and phoneticians. Two orature examples from related Niger-Congo languages, recorded during fieldwork in Côte d'Ivoire, are analyzed from a macrostructural acoustic phonetic perspective in terms of realtime rhythms, and then compared with other related orature examples and examples of reading aloud. In this transdisciplinary methodology, long time domains of up to 5 min in duration and beyond are studied using long-term spectra and spectrograms of the amplitude modulation of speech. Long-distance timing regularities and their variation during story-telling exchanges are analyzed in detail and explained in terms of Rhythm Formant Theory (RFT), a further development of Speech Modulation Theory, and its associated methodology Rhythm Formant Analysis (RFA).

Political realism has been criticised for its methodological claims about normativity and for its criticisms of moralism. Realists themselves should be more concerned that for all its methodological wrangling, realists have struggled to produce much positive theorising, rendering realism barren. I argue that realism, in both its liberal and radical forms, is currently barren in the sense of being unproductive, and show how the two dominant forms of realism are barren in different ways. Bernard Williams's liberal realism exclusively derives its normative resources from existing political practices, values, and institutions, which leads it to replicate the status quo and precludes external criticism. Radical realism, represented here by Raymond Geuss, is barren because the fear of succumbing to moralism or 'normativism' leads radical realists to wrongly abjure normativity altogether. Having shown that both forms of realism are barren I argue that radical realists should adopt a method of political theory as story-telling as a way to avoid both moralism and barrenness. While realists are right to be wary of normative prescription, I argue that realists need to tell a story about which political transformations are desirable and why or else risk succumbing barrenness. I give a brief illustration of story-telling in practice then address some objections to story-telling as a productive method. [ABSTRACT FROM AUTHOR]

This paper explores Dionne Brand's A Map to the Door of No Return: Notes to Belonging (2011) as a non-traditional archive, yet idealistically a poetic narrative map, beginning epically at the Door of No Return on the west coast of Africa and spreading out infinitely. I argue the main focus is freedom as marronage mapped out through a set of hyperlinked tension-filled stories across time and space that collectively connect geography and/to history; its method is collecting and recording "conversations" (224), both spoken and observed, about Black diasporic lives and encounters across time and space. In Map Brand's desire for freedom leads her to interrogate and challenge selected old world maps, charts journeys, and, in narrative and poetry, re/call and re/invent the past and actively re/imagine the present and future of new world liberated Black people as self-created individuals. The result is a modern literary artifact: as memorial to the marooned, with a ruttier for freedom for the marooned. This work forms part of a neo-archive of Black Diasporic texts that collectively perform reparative story-telling. Brand maps and builds a different (non-traditional) repository by recording selected experiences of Black people in the New World Diaspora--connecting paths forged from "a place emptied of beginnings" (6). Map charts the points on a journey to a liberatory future, one based on, as Brand describes it, "a life of conversations about a forgotten list of irretrievable selves" (224)--human dignity. Brand's Map, then, for inspiration, preserves selected histories that might have otherwise remained unexplored. It makes future retrieval possible, and the possibility of forgetting impossible--and ultimately this is the ageless beauty of this provocative work. [ABSTRACT FROM AUTHOR]

The present study explores how youth create social connections around rap and describes how rap contributes to development and maintenance of friendships. Through ecological analysis, the study demonstrates how transition-age youth use rap to form important connections and tell stories about their lives. Individual interviews were conducted with 5 rappers. Identifiable themes emerged through qualitative analysis. Those working with at-risk youth may incorporate these findings into practice to meet youth’s needs who are often difficult to reach. The research indicates that meaningful connections were formed through identification as rappers and the creation and sharing of their music.

Attention to the meaningfulness of children’s physical education experiences can promote rich, life-enhancing engagement with movement. While there has been recent interest in prioritising meaningfulness in physical education, this is not matched by vivid descriptions or empirical evidence of how to teach for meaningfulness, particularly in early childhood settings. Adopting a single exploratory qualitative case study design, the purpose of this research was to share how one teacher (Zack) prioritised meaningfulness in one unit of physical education with children aged 3-4 years. Data sources included lesson plans (n = 6), teacher reflections (n = 8), teacher narrative (n = 1), teacher artifacts (including Tweets and photographs (n = 95)) and student interviews (n = 4). Inductive analysis (Thomas, 2006) lead to the identification of pedagogies that were used to prioritise meaningfulness, several of which are representative of Zack’s pedagogical approach. Specifically, stories provided a pedagogical frame for children to move with purpose. Zack scaffolded activities upon the stories to help children make choices and decisions about their participation and provided them with a language to reflect on those experiences. These findings exemplify what a pedagogy of meaningfulness might include in early childhood settings and provides important direction for future implementation.

Copyright of Archeologia Medievale: Cultura Materiale, Insediamenti, Territorio is the property of All'Insegna del Giglio s.a.s. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Using Jacob Bronowski's criteria of tactics, as short-term solutions, and strategies, as long-range solutions of structural plans, the article considers how they provide points of identity and recognition in musical journeys: as deflective, intriguing time-profiles as musical stories -- rather Heinrich Schenker's reductive spatial hierarchies. Contemporary cognitive theory underscores the vital connection between categories of identity and the play of the imagination -- both within tonal and extended tonal language, and especially non-tonal contexts, where prime motifs, as in Bartók's Bluebeard's Castle, provide reference points in a psycho-drama of desire, and playing with fire. The closing reference to Bronowski re-opens the intellectual landscape: that we are neither shut in nor shouted down by social media and the 'woke' society but retain the essential human capability of choice. [ABSTRACT FROM AUTHOR]

The climate and ecological crises challenge all communities across the world, with the greatest impact upon the most vulnerable and the youngest. There are multiple impacts on mental health, including the psychological burdens that arise with increasing awareness of the loss, threat and injustice caused by these crises. Large numbers of young people globally are understandably concerned and distressed about these crises, whilst simultaneously reporting that their concerns are regularly dismissed and ignored, particularly by those in power. This can increase feelings of isolation and distress, particularly if they have no recourse to effect change. This pilot project sought to explore how a schools-based, co-created workshop for school pupils aged 16 to 18 years could use a community-oriented space to explore their eco-emotions, address feelings of isolation and engender a sense of realistic, active hope, using storytelling and images of possible futures. A 3-h workshop for delivery in schools was co-designed with young people, researchers, educators and clinicians, using principles of Youth Participatory Action Research (YPAR). Six school pupils aged 16–18 years consented and four completed the workshop, which involved a range of group-based activities to explore their understanding of the climate and ecological crises, support emotional expression related to these and engage in storytelling about hopeful and realistic futures. A live illustrator in attendance created shared images of the participants’ fears and hopes. The workshop was recorded, transcribed and analysed using Thematic Analysis and sentiment analysis. Feedback was sought from participants at 1 and 4 weeks after completion and analysed using content analysis. Results indicated that participants reported a range of painful and positive emotions about the crises. They highly valued having space to express their experience alongside others. Storytelling and creativity appeared to help them articulate their feelings and hopes for the future, and gave them greater motivation and confidence in talking to others about these topics. This innovative pilot study suggests that a school-based youth participatory group could offer a novel way of helping young people to engage more with the climate and ecological crises in a way that supports their wellbeing. It provides strong support for future, larger-scale projects in this area.

The trickster is one of the outstanding examples of the concept of archetype introduced by Swiss psychiatrist Carl Gustav Jung and is described as the collection of whole inferior features in the individuals' characters. However, in contemporary literature, the trickster archetype is described as a cunning figure, a truth-teller, a storyteller, and a transformer who plays with the laws of the universe. The trickster figure rejects accepting the truth blindly; defends demolition of outdated mentality when needed. Despite his/her destructive attitude, he/she is respected for the contribution to the design of cultures. Jeanette Winterson's Weight, the retelling of Atlas and Heracles' myth, was published in 2005 within the project of The Canongate Myth Series, which commissioned prominent authors to rewrite the myths of different cultures. Winterson, one of the preeminent authors of British literature, in her meticulously written hybrid fiction, deconstructs epic traditions through various literary devices and offers a blend of different genres. In her multi-layered work, the author tells her story through the mythological hero Atlas, with whom she identifies herself. This study aims to highlight the trickster-artist facet of Jeanette Winterson as a cunning and wise transformer and storyteller in the process of rewriting the ancient myth.

Memories are not only stored for personal recall, but also to communicate knowledge to others in service of adaptive decision-making. Prior research shows that goals to share information can change which content is communicated in memory as well as the linguistic style embedded in this communication. Yet, little is known as to how communication-related alterations in memory narration drive differences of value processing in listeners. Here, we test how memory communication alters multi-featural recall for complex events and the downstream consequence on value estimations in naïve listeners. Participants recalled a memory of playing an exploratory videogame at a 24-h delay under instructions to either share (i.e., social condition) or recall (i.e., control condition) their memory. Sharing goals systematically altered the content and linguistic style of recall, such that narrators from the social condition were biased towards recall of non-episodic details and communicated their memories with more clout, less formality, and less authenticity. Across two independent samples of naïve listeners, these features differentially influenced value estimations of the video game. We found that greater clout was associated with greater enjoyment while listening to memories (hedonic value), and that greater inclusion of non-episodic details resulted in greater willingness to purchase the video game (motivational drive). These findings indicate that sharing an experience as a story can change the content and linguistic tone of memory recall, which in turn shape perceived value in naïve listeners. [ABSTRACT FROM AUTHOR]

Qualitative research in social work employs various scientific approaches to explore the diversity and depth of human life, with interviews and observations being commonly used. Situated within an arts-based research (ABR) framework, this study explores participants’ experiences of collage-making, and how collage can be used as a methodological approach for collecting empirical data. Four themes emerged from the analysis: (1) Collage: a dynamic visual language in art and communication; (2) Collage: a method for reflecting, sharing, and bonding; (3) Collage: the ethics of associative creation; (4) Collage: the prerequisites of time, space, and place. Working with collage can be highly participatory and exploratory, developing meaningfulness, imagination, and new insights for both researcher and participant. It promotes an egalitarian and holistic approach to listening to people, enabling them to convey their experiences using visual, verbal, and metaphorical language. Nevertheless, the process is time-consuming given that collage-making lacks a distinct endpoint or limitation. Using this method requires time, participant commitment, researcher involvement, and a trustworthy workgroup. Moreover, the free and associative nature of creating collage, alongside the act of cutting pieces from one’s life and assembling them into a new whole, raises ethical questions. In conclusion, collage as a method of inquiry for collecting empirical data creates promising conditions for capturing stories of people’s lives, aspirations, struggles, and experiences of social processes and political concepts. With appropriate conditions in place, the process can be a meaningful experience for all involved. [ABSTRACT FROM AUTHOR]

While children with ADHD are reported to have language problems, it is less clear if their ability to use language to tell a story (i.e., form a narrative) is impaired. Therefore, a systematic review and meta-analysis of studies examining the oral production of fictional stories in children with ADHD was conducted. Databases were systematically searched in January 2019 and December 2020 (follow-up). Studies comparing children (≤ 18 years) with ADHD to a control group of typically developing children were included. The meta-analysis adhered to PRISMA guidelines and was preregistered with PROSPERO [CRD42019122040]. Sixteen studies were retained. Results indicated that compared to typically developing children, children with ADHD produced less coherent narratives (Hedges' g = 0.58 p <.001), gave more ambiguous references (Hedges' g = 0.52, p <.001), made more disruptive errors (Hedges' g = 0.41, p <.001), and produced language that was less syntactically complex (Hedges' g = 0.39, p <.05). Children with ADHD also produced less language overall (Hedges' g = 0.27, p <.05), although this result appeared to be an artefact of publication bias. Two studies investigated internal state language and both found children with ADHD to produce narratives with less internal state language. Children with ADHD did not produce less fluent narratives (Hedges' g = 0.23, p =.47), although a scarcity of studies [K = 4] preclude firm conclusions. In conclusion, children with ADHD were impaired in several areas of oral narrative production and screening for narrative language problems should be considered when assessing language and communicative abilities in children with ADHD. [ABSTRACT FROM AUTHOR]

Is there a relationship between story-telling and memorialisation in the construction of victim identities? This paper seeks to examine these questions and shed light on the cultural dynamics of victimisation with reference to examples from sociological theories of late modernity and empirical research with people who self-identify as victims. Using examples from recent biographic interviews with an asylum seeker fleeing conflict in Gaza and two Hungarian radical right activists, the argument will be that victim identities are constructed and reconstructed through the development of personal and mediatised narratives about suffering and resilience. ¿Existe alguna relación entre la narración y la memoria en la construcción de las identidades de víctima? Este artículo pretende analizar esas cuestiones y arrojar luz sobre las dinámicas culturales de victimización, haciendo referencia a ejemplos de teorías sociológicas de la modernidad tardía y a investigaciones empíricas con personas que se identifican a sí mismas como víctimas. Utilizando ejemplos de entrevistas biográficas recientes con un solicitante de asilo que huía del conflicto de Gaza y con dos activistas húngaros de la derecha radical, argumentamos que las identidades de víctima se construyen y reconstruyen mediante el desarrollo de narrativas personales y mediatizadas sobre sufrimiento y resiliencia. Available from: https://doi.org/10.35295/osls.iisl/0000-0000-0000-1122

The present study explores how youth create social connections around rap and describes how rap contributes to development and maintenance of friendships. Through ecological analysis, the study demonstrates how transition-age youth use rap to form important connections and tell stories about their lives. Individual interviews were conducted with 5 rappers. Identifiable themes emerged through qualitative analysis. Those working with at-risk youth may incorporate these findings into practice to meet youth’s needs who are often difficult to reach. The research indicates that meaningful connections were formed through identification as rappers and the creation and sharing of their music.

Making use of Occasioned Semantics, I look at how a taxonomy of different types of alcoholic beverages is constructed within a story told during the closing of a meeting at a neighborhood organization. The data are in Japanese with English translation. The use of taxonomic analysis within Occasioned Semantics is discussed, with a separate example. The story is shown to be placed at a point in the closing routine where an invitation to join a post-meeting drinking session is expectable. Within the story, the teller, Kaicho, who is the head of the organization, constructs an occasioned inclusion taxonomy of alcoholic beverages. He then adds two binary evaluative contrasts to the more specific level of the taxonomy. What Kaicho accomplishes through telling the story, what he accomplishes through constructing the taxonomy with its evaluative contrasts, and how the constructed taxonomy cannot be seen simply as the reflection of an underlying cognitive structure are discussed. It is argued that an ad hoc element is an inherent part of any actually occurring taxonomy. The role of cultural knowledge in the analysis of meaning in interaction is discussed. [ABSTRACT FROM AUTHOR]