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An exploratory study was conducted to examine feelings of alienation in high school and college students.

The primary purpose of this study is to show that John Steinbeck's concern with alienation is pervasive and consistent from the beginning of his career as a writer until the end. The pervasiveness of his concern with alienation is demonstrated by examining his two early collections of short stories and by showing how alienated characters in these stories resemble alienated characters in all the author's major works of fiction. Since much confusion surrounds the meaning of the word "alienation," it is necessary to begin with a definition of "alienation" as it is used to discuss Steinbeck. An alienated character in Steinbeck's fiction is a person who is separated from another person, group of persons, society, or the person's ideal self. This study is concerned with characters who create their own alienation rather than with those who are merely helpless victims.

Syftet med denna uppsats är att öka förståelsen för en ny typ av arbete; att vara influencer, vilket innebär att arbeta med sociala medier för att på något sätt påverka den publik man byggt upp. Huvudsakligt fokus ligger på att förstå vilka eventuella problem influencers upplever inom sitt arbete, vilket besvaras genom två frågeställningar: Hur upplever influencers balansen mellan privatliv och yrkesliv? Och Vilka metoder använder de för att hantera eventuella konflikter mellan de två? Datan bygger på semistrukturerade intervjuer med fem influencers. De teoretiska utgångspunkterna är Marx alienationsteori samt Goffmans teori om intrycksstyrning, vilka bidrar till förståelsen för yrket ur olika perspektiv. Resultatet kan också kopplas till tidigare forskning om mikrokändisskap och frilansarbete, eftersom detta är två aspekter som tydligt karaktäriserar influencerskapet. Resultatet visar att influencers upplever gemensamma problem som i olika grad går att koppla till alienation, samt att de utvecklat tre kategorier av strategier för att hantera dessa problem; praktisk, emotionell och relationell särskiljning. Detta visar att influencers använder en aktiv och medveten särskiljning mellan livet och arbetet för att motverka den alienation man i viss mån upplever. Bidraget till forskningsfältet består i ett sätt att kategorisera strategier för särskiljning som ett sätt att hantera alienation genom arbetet, samt ökad kunskap om ett nytt och högst relevant yrke som tidigare inte studerats ur den aktuella gruppens eget perspektiv.

盧永雄. / 影印本 / 論文(哲學碩士) -- 香港中文大學, 1988. / 參考文獻: leaves 184-193. / Lu yongxiong. / 鳴謝 / 縮略詞表 / 論文撮要 / Chapter 第一章 --- 緒論 / Chapter (一) --- 開放中的思想領域 --- p.1 / Chapter 甲、 --- 活躍的思想領域 --- p.1 / Chapter 乙、 --- 緩慢發展的官方理論 --- p.3 / Chapter 丙、 --- 放鬆與緊縮 --- p.4 / Chapter 丁、 --- 人道主義論爭的個案 --- p.8 / Chapter (二) --- 研究者的焦點 --- p.10 / Chapter (三) --- 硏究方法 --- p.12 / Chapter 第二章 --- 文獻調查 --- p.15 / Chapter (一) --- 二元化鬥爭模式 --- p.15 / Chapter 甲、 --- 改革者對抗保守者的角度 --- p.16 / Chapter 乙、 --- 「二元化鬥爭」論的問題 --- p.17 / Chapter 丙、 --- 「二元化鬥爭」與學習 --- p.20 / Chapter (二) --- 學習模式 --- p.21 / Chapter 甲、 --- 社會心理性質的學習 --- p.22 / Chapter 乙、 --- 傳統政策硏究的問題 --- p.24 / Chapter 丙、 --- 系統的學習 --- p.25 / Chapter (三) --- 小結 --- p.29 / Chapter 第三章 --- 中華人民共和國的意識型態系統──一個槪念架構 --- p.30 / Chapter (一) --- 意識型態系統的基本構成 --- p.30 / Chapter 甲、 --- 黨高層「代」距分明 --- p.32 / Chapter 乙、 --- 黨中下層的殊異反應 --- p.39 / Chapter 丙、 --- 政治權威下的知識份子 --- p.41 / Chapter 丁、 --- 主動打來的「擦線球」 --- p.46 / Chapter (二) --- 意識型態系統的學習和變化 --- p.48 / Chapter 甲、 --- 學習開放的意識型態系統 --- p.50 / Chapter 乙、 --- 學習的局限──週期性的緊縮 --- p.58 / Chapter (三) --- 小結 --- p.62 / Chapter 第四章 --- 人道主義的論爭與淸除精神汚染´ؤ´ؤ事實的描述 --- p.63 / Chapter (一) --- 論爭的背景 --- p.63 / Chapter 甲、 --- 修正主義理論 --- p.64 / Chapter 乙、 --- 受歡迎的理論 --- p.65 / Chapter (二) --- 爭鳴的時期 --- p.66 / Chapter 甲、 --- 理論的浮現 --- p.67 / Chapter 乙、 --- 討論的冷卻 --- p.69 / Chapter 丙、 --- 壓抑的出現 --- p.70 / Chapter (三) --- 緊縮的時期 --- p.73 / Chapter 甲、 --- 正式的開端 --- p.75 / Chapter 乙、 --- 界定打擊面 --- p.76 / Chapter 丙、 --- 要求自我批評 --- p.77 / Chapter 丁、 --- 限制打擊面 --- p.79 / Chapter 戊、 --- 定出官方結論 --- p.81 / Chapter (四) --- 小結 --- p.82 / Chapter 第五章 --- 人道主義的浪潮 --- p.84 / Chapter (一) --- 從發言人到批判者 --- p.85 / Chapter 甲、 --- 官方的旗手 --- p.86 / Chapter 乙、 --- 踏上批評之路 --- p.90 / Chapter 丙、 --- 靑年的批判者 --- p.98 / Chapter (二) --- 文革´ؤ´ؤ學習的鎖龥 --- p.100 / Chapter 甲、 --- 刺激與再生 --- p.101 / Chapter 乙、 --- 人的哲學取代鬥爭哲學 --- p.104 / Chapter (三) --- 小結 --- p.107 / Chapter 第六章 --- 淸除精神汚染 --- p.108 / Chapter (一) --- 淸汚的決策 --- p.109 / Chapter 甲、 --- 決策者 --- p.109 / Chapter 乙、 --- 決策過程 --- p.116 / Chapter 丙、 --- 政治糾紛與派系問題 --- p.121 / Chapter (二) --- 過熱和過冷的反應 --- p.124 / Chapter 甲、 --- 惡性的澎漲 --- p.124 / Chapter 乙、 --- 冷漠的囘響 --- p.128 / Chapter (三) --- 矛盾的學習經驗 --- p.133 / Chapter 甲、 --- 黨對文革的學習 --- p.134 / Chapter 乙、 --- 兩代領導人的差異 --- p.137 / Chapter (四) --- 小結 --- p.139 / Chapter 第七章 --- 結論 --- p.141 / Chapter (一) --- 從淸汚事件看黨和知識份子的關係 --- p.141 / Chapter 甲、 --- 自發的人道主義思潮 --- p.141 / Chapter 乙、 --- 武斷的緊縮決定 --- p.144 / Chapter 丙、 --- 黨和知識份子的關係 --- p.147 / Chapter (二) --- 理論探討 --- p.149 / Chapter 甲、 --- 二元化鬥爭模式的盲點 --- p.149 / Chapter 乙、 --- 學習模式的解釋能力 --- p.150 / Chapter (三) --- 進一步研究的方向 --- p.152 / 註解 --- p.154 / 主要參考書目 --- p.184 / 主要參考報章雜誌 --- p.193

In August, 1968, after a series of confrontations in the city parks between young dissidents and the police, the Mayor of Portland called upon the Metropolitan Youth Commission to form a special study committee to explore the areas of conflict and to recommend ways in which municipal government might constructively respond to the young people in the community. The independent research project on the alienation of youth, the results of which are reported here, was an outgrowth of the interest generated by the request from the Office of the Mayor. Under the auspices of the Metropolitan Youth Commission (MYC), a special office within the executive branch of city government concerned with the needs of youth, a questionnaire was constructed measuring both the attitudes of young people toward established social institutions and measuring the degree of personal alienation of the respondent. A research consultant from the Department of Psychiatry of University of Oregon Medical School, Dr. John Marks, directed the development of the questionnaire. The items measuring personal alienation have been drawn from the “alienation cluster” on a scale constructed and refined by Chain and Associates in their research on juvenile heroin .research in New York City. In addition, items were included which would provide substantial information on personal background of the individual, e.g. family cohesiveness, social class, delinquent history, and drug use. In spring, 1969, data was collected in four high schools in the metropolitan area (pop. 380,000). The student members of the MYC arranged for students in each school to distribute the questionnaires in classrooms and to interpret the nature and purpose of the research project to those in the sample populations. Student rather than teacher-administration of the questionnaire was considered an important factor in assuring those participating of the confidentiality of individual responses. However, since the students were free to select the specific classes to be sampled, the population was not carefully randomized. The questionnaire was also completed by a small number of persons who were contacted at the Charix Coffee House, a popular meeting place for young people identified with the city’s hippie community. The Charix sample permits a comparison of the attitudes of those still attending school with a slightly older group of peers who have "dropped out" of the mainstream of community life. In the fall of 1969, when the present writers became involved in the project, the research sample was extended to include a fifth public high school and a special ungraded secondary school, Vocational Village, whose enrollment includes high school drop-outs and youth referred by school or juvenile court officials. The respondents from the fifth high school were a random sample of the total school population which, in turn, is a cross-section of the middle and lower income groups in this community. The composition of this school and unique features of its program will be more fully described in a later section of this paper. The sample drawn from Vocational Village is also considered unbiased because the questionnaire was administered in English classes, a required subject for all enrollees. The data collected during the two time periods, spring 1969 and fall 1969, has been analyzed separately. Since the four schools of the original sample differ in terms of the ethnic and socio-economic status of their enrollments, a comparison of responses by schools to ascertain relationships between social status and alienation has been a major focus of the data analysis. Factual information about the socio-economic characteristics of the individual schools has been drawn tram city census reports and research conducted by Portland's School District #1.