Pembangunan sektor pertanian di Mukim Rimba Terjun, Pontian : masalah & prospek

Usaha-usaha kerajaan dalam membangun dan memajukan sektor ekonomi pertanian telah membawa kepada persoalan yang berhubung dengan pembangunan sektor itu sendir

Aspects of Graduateness in Computing Students’ Narratives

In this paper, we explore graduates’ characterisations of their learning experiences at university and beyond. Using a narrative methodology, we elicited life stories from graduates of the School of Computing at the University of Kent. We initially review and situate our approach within the wide variety of existing narrative approaches. Then, we turn to an aspect of the student experience that struck us as particularly significant: the “year in industry”. We discuss the accounts of ten participants who completed a year in industry and highlight their perspectives of the effect it had on them. Finally, we propose a narrative construction of the concept of graduateness – of what it means to complete a university degree

Religion and Self: Notions from a Cultural Psychological Perspective

After a brief introduction of a cultural psychological perspective, this paper turns to the concept of self. The paper proposes to conceive of that reality to which the concepts of self refer as a narrative, employing especially autobiographies and other ego-documents in empirical exploration. After discussing some psychological theories about “self,” the paper points out that they may well be applied in research on personal religiosity

Can grapheme-color synesthesia be induced by hypnosis?

Grapheme-color synesthesia is a perceptual experience where graphemes, letters or words evoke a specific color, which are experienced either as spatially coincident with the grapheme inducer (projector sub-type) or elsewhere, perhaps without a definite spatial location (associator sub-type). Here, we address the question of whether synesthesia can be rapidly produced using a hypnotic color suggestion to examine the possibility of “hypnotic synesthesia”, i.e., subjectively experienced color hallucinations similar to those experienced by projector synesthetes. We assess the efficacy of this intervention using an “embedded figures” test, in which participants are required to detect a shape (e.g., a square) composed of local graphemic elements. For grapheme-color synesthetes, better performance on the task has been linked to a higher proportion of graphemes perceived as colored.We found no performance benefits on this test when using a hypnotic suggestion, as compared to a no-suggestion control condition. The same result was found when participants were separated according to the degree to which they were susceptible to the suggestion (number of colored trials perceived). However, we found a relationship between accuracy and subjective reports of color in those participants who reported a large proportion of colored trials: trials in which the embedded figure was accurately recognized (relative to trials in which it was not) were associated with reports of more intense colors occupying a greater spatial extent. Collectively, this implies that hypnotic color was only perceived after shape detection rather than aiding in shape detection via color-based perceptual grouping. The results suggest that hypnotically induced colors are not directly comparable to synesthetic ones

Q methodology and a Delphi poll: a useful approach to researching a narrative approach to therapy

Q methodology and a Delphi poll combined qualitative and quantitative methods to explore definitions of White and Epston's (1990) narrative approach to therapy among a group of UK practitioners. A Delphi poll was used to generate statements about narrative therapy. The piloting of statements by the Delphi panel identified agreement about theoretical ideas underpinning narrative therapy and certain key practices. A wider group of practitioners ranked the statements in a Q sort and made qualitative comments about their sorting. Quantitative methods (principal components analysis) were used to extract eight accounts of narrative therapy, five of which are qualitatively analysed in this paper. Agreement and differences were identified across a range of issues, including the social construction of narratives, privileging a political stance or narrative techniques and the relationship with other therapies, specifically systemic psychotherapy. Q methodology, combined with the Delphi poll, was a unique and innovative feature of this study

Music and drama in primary schools in the Madeira Island - Narratives of ownership and leadership

Este artigo foi uma das publicações resultantes do projeto financiado pela FCT "Música e Drama no 1º ciclo do Ensino básico – o caso da Região Autónoma da Madeira" (PTDC/CED/72112/2006).A three-year-case study funded by the Foundation for Science and Technology (FCT) from the Portuguese Ministry of Science, Technology and Higher Education was designed to study a 30-year project of music and drama in primary schools in Madeira. This article reports on the narratives of the three main figures in the project as they elaborate on its construction according to the following themes: innovation, philosophies of music education and teacher education. Through the lens of a narrative inquiry, the discourses produced are analysed, taking into account the emerging concepts of ownership and leadership.

Innovative moments and poor outcome in narrative therapy

To analyse a poor outcome case of narrative therapy with a woman victim of intimate violence. Method: The Innovative Moments Coding System: version 1 was applied to all sessions to track the innovative moments (i-moments) in the therapeutic process. I moments are the narrative details that occur in psychotherapeutic conversations that are outside the influence of the problematic narrative. This research aims to describe the processes involved in the stability of meanings in psychotherapy through a dialogical approach to meaning making. Findings: Contrarily to what usually occurs in good outcome cases, re-conceptualization i-moments are absent. Moreover, two specific types of i-moments emerged with higher duration: reflection and protest. Qualitative analysis showed that the potential meanings of these i-moments were surpassed by a return to the problematic narrative. Conclusion: The therapeutic stability seems to be maintained by a systematic return to the problematic narrative after the emergence of novelties. This process was referred from a dialogical perspective as a mutual in-feeding of voices, one that emerges in the i-moment and another one that supports the problematic narrative, which is maintained by an oscillation between these two types of voices during therapy.This article was supported by the Portuguese Foundation for Science and Technology (FCT), by the Grant PTDC/PSI/72846/2006 (Narrative Processes in Psychotherapy, 2007-2010) and by the PhD Grant SFRH/BD/16995/2004

“Let Me Do What I Please With It.. Don’t Decide My Identity For Me”: LGBTQ+ Youth Experiences of Social Media in Narrative Identity Development

Social media provides Lesbian Gay Bisexual Transgender Queer Plus (LGBTQ+) youth with daily access to a broader sociocultural dialogue that may shape narrative identity development. Through in-depth narrative interviews, this study sought to understand the lived experiences of 11 LGBTQ+ undergraduates (age range = 19-23) building narrative identities in the cultural context of social media and the role of social media within this process. Interviews were analyzed using an interpretative, individual analysis of personal stories. These experiences were then compared and contrasted through thematic analysis to identify four shared narrative themes. Narratives of merging safe spaces highlight how LGBTQ+ youth now have regular access to safe environments online/offline which facilitate more secure identity development. Narratives of external identity alignment describe social media as a tool for LGBTQ+ youth to seek out identities that match their preexisting sense of self. Narratives of multiple context-based identities encapsulate how adolescents’ identity markers are multiple and invoked in a context-dependent manner. Finally, narratives of individuality and autonomy characterize how LGBTQ+ youth perceive themselves as highly individualized members of a wider community. These findings highlight the complex role social media plays within LGBTQ+ youth identity development. The implications are discussed within