Modular construction, a method where building components are prefabricated off-site and then transported as completed modules, is generally employed to save time and cost in the building industry. Despite its default as a repetitive component, it holds potential to address both individuality and community engagement within multi-story housing. This thesis investigates modular design as a possibilty to develop better quality affordable housing in densely populated urban areas. The modular components are positioned with respect to privacy, individuality , and an encouragement of community interaction. By using precast components and CLT modules in this arrangement, this thesis aims to create private spaces that cater to residents' individual preferences and requirements while simultaneously establishing communal areas that facilitate social interaction and a sense of community. / Master of Architecture / Modular construction, a method where building components are prefabricated off-site and then transported as completed modules, is generally employed to save time and cost in the building industry. Despite its default as a repetitive component, it holds potential to address both individuality and community engagement within multi-story housing. This thesis investigates modular design as a possibilty to develop better quality affordable housing in densely populated urban areas. The modular components are positioned with respect to privacy, individuality , and an encouragement of community interaction. By using precast components and CLT modules in this arrangement, this thesis aims to create private spaces that cater to residents' individual preferences and requirements while simultaneously establishing communal areas that facilitate social interaction and a sense of community.

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Master of Arts (MA)

Finding conceptual tools that lend themselves to the creation of consensus is no easier in an age of mass communication, mass transportation or mass education, than it was in earlier less "modern," technology adventurous, times. In fact, as I argue in this dissertation, modernity can be analyzed and experienced as being anathema to those characteristics upon which consensus can be built. This dissertation examines why this is the case and what may be done to ameliorate the worst excesses of modernity while building on its greatest strengths. / Ph. D.

No / Within care organizations, “people with dementia” are often labeled as a homogenous group with little differentiating them from each other. This can mark them out as separate from and less capable than those without dementia. When individuals with dementia are described, understood, and related to in terms of their diagnosis, individuality may get lost. In this article, we seek to unsettle the socially constructed boundary between “people with dementia” and people without dementia. This is explored in the context of fieldwork we undertook as part of a Participatory Video project where we worked alongside people with a dementia diagnosis to co-create short films about their interests and concerns. In the process of this work, we found that alternative unities emerged between ourselves and people with dementia, as the dementia label faded into the and the person, with all his or her diverse interests and life experiences, came to the fore. We found ourselves building rapport and making connections with our research participants, a diverse group of individuals whose life experiences, outlooks, and experiences were simultaneously unique to them but also shared in many ways between themselves, and with us. As we spent time with participants in the communal lounge, in the adjoining day center, walking the hallways, out in the garden, or in individual apartments when invited, we found that people shared a wealth of information with us: about how they were feeling, things they liked, things they had done, instances of trauma, as well as some of their happiest times.

以往的研究以独立自我和互联自我为理论构架，比较了中国父母的教养方式和西方父母的教养方式。这些研究普遍认为中国父母不重视子女的独立发展。但是，一小部分相反的证据以及中国城市快速的现代化进程使得这一结论的准确性受到质疑。为了解决这一争论，本研究以“独立多面性思想为指导，从文化的角度区分了两种重要的独立功能自立（即个人能力、努力和责任）和个性（即自信敢言和独特性）。本研究由一个焦点小组研究（研究一）和相关研究（研究二）组成。前者初步收集自立和个性的区别，后者在城市和农村青少年中调查父母提升自立和父母提升个性的结构性和功能性差异。 / 研究一调查了23个中国大学生，结果指示中国人倾向于认为自立是自己处理自己的事情的能力，而个性是独立思考而不人与亦云的能力。研究二调查了314名城市初中生和536名农村初中生。在初中生的报告中，父母提升自立和父母提升个性是两个相关但不相同的概念。比起提升个性，中国城市和农村的青少年报告父母更多地提升（子女的）自立。但城市青少年比农村青少年报告父母更多提升自立和个性。青少年报告的父母提升自立比提升个性更能预测他们的学业功能和互惠孝顺观念（即基于感激和回报而关心支持父母的观念）。青少年报告的父母提升个性能预测他们的情绪功能，但这个作用更常见于城市而非农村。 / 本研究的结果填补了父母对青少年初期的子女多种独立功能社会化的研究空白，阐明了青少年发展中独立功能具有多面性的本质。而且这些结果再次证明了社会文化变迁对父母社会化影响，反映了中国父母教养方式的动态性和复杂性。同时也为今后多文化的研究提供启示。 / Prior research contrasting Chinese parenting with Western parenting within the framework of independence vs. interdependence often portrayed Chinese parents as deemphasizing offspring’s independent development. However, a small body of evidence contradictory to this stereotypical picture and modernization occurring dramatically in urban China cast doubt on this conclusion. In order to enlighten the debate on Chinese parental socialization of independence, the current research, guided by the notion of multifaceted independence, attempted to differentiate two essential forms of independence self-reliance (i.e., individual effort, ability and responsibility) and individuality (i.e., assertiveness and distinctiveness). It included a focus group study as a preliminary step to accumulate evidence of distinction of self-reliance and individuality and a correlational study as a primary step to examine the conceptual and functional distinction between parental promotion of self-reliance and promotion of individuality in the perception of urban and rural Chinese early adolescents. / In the study 1, a focus group study on a sample of 23 Chinese university students showed that Chinese people tended to interpret self-reliance as an ability to handle personal affairs on one’s own and individuality as a capacity to have independent thinking rather than following the crowd. Study 2 was based on the reports of 314 urban and 536 rural early adolescents. Overall, the findings suggest that adolescents’ perceived parental promotion of self-reliance and promotion of individuality were two overlapping yet distinct constructs. The former was reported to a higher degree than the latter cross the urban vs. rural group, but both were reported higher in the urban than in the rural group. Perceived parental promotion of self-reliance (vs. promotion of individuality) was more likely to predict adolescents’ enhanced academic adjustment and reciprocal filial piety attitudes (i.e., attitudes toward caring and supporting parents out of appreciation and reward) reported concurrently cross the urban vs. rural group. Perceived parental promotion of individuality, however, was effective to predict adolescents’ heightened emotional adjustment reported concurrently, but more likely to work in the urban vs. rural context. / The findings fill in the omission of parental socialization of multiple forms of independence when offspring enter into adolescence, and shed light on the multifaceted nature of independence in adolescent development. They also add to extant evidence documenting the effects of sociocultural changes on parental socialization, which reflects the dynamics and complexity of contemporary Chinese parenting and provides implications for future studies with multiple cultural groups. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Lin, Li. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 154-180). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract and appendixes also in Chinese. / Abstract (English) --- p.i / Abstract (Chinese) --- p.iii / Acknowledgement --- p.iv / Table of Contents --- p.vi / List of Tables --- p.viii / List of Figures --- p.ix / Chapter Chapter 1: --- Introduction --- p.1 / Chapter 1.1 --- Chinese Parental Socialization of Independence --- p.5 / Chapter 1.2 --- Conceptualizing Independence into Two Forms: Self-reliance and Individuality --- p.11 / Chapter 1.3 --- Effects of Parental Promotion of Self-reliance and Promotion of Individuality on Children’s Psychosocial Functioning --- p.22 / Chapter 1.4 --- Urban-rural Variations --- p..31 / Chapter 1.5 --- Overview of the Current Study --- p.37 / Chapter Chapter 2: --- Study 1--Focus Group on Understanding of Self-reliance and Individuality / Chapter 2.1 --- Introduction --- p.42 / Chapter 2.2 --- Methods --- p.43 / Chapter 2.3 --- Results --- p.45 / Chapter 2.4 --- Conclusion and Discussion --- p.49 / Chapter Chapter 3: --- Study 2--Validation of the Conceptual and Functional Distinction between Perceived Parental Promotion of Self-reliance and Parental Promotion of Individuality Implications to Functioning Early Adolescents’ Psychosocial / Chapter 3.1 --- Introduction --- p.53 / Chapter 3.2 --- Methods --- p.62 / Chapter 3.3 --- Results --- p.78 / Chapter 3.4 --- Conclusion and Discussion --- p.117 / Chapter Chapter 4: --- General Discussion / Chapter 4.1 --- Distinction of Perceived Parental Promotion of Self-reliance and Promotion of Individuality --- p.130 / Chapter 4.2 --- Effect Size --- p.144 / Chapter 4.3 --- Implications for Cultural Studies in Parental Socialization of Independence --- p.145 / Chapter 4.4 --- Limitations and Future directions --- p.148 / Chapter 4.5 --- Conclusion --- p.152 / References --- p.154 / Chapter Appendix A: --- Parenting Scales --- p.181 / Chapter Appendix B: --- Adolescent Functioning Scales --- p.187

Disertacijoje analizuojami būsimų muzikos mokytojų meninės individualybės raiškos muzikinėje veikloje ypatumai. Iškelta mokslinė problema: kaip ir kokią įtaką muzikinė veikla gali daryti būsimų muzikos mokytojų meninei individualybei ir kiek šią įtaką įmanoma optimizuoti. Sudarytas ir teoriškai bei empiriškai pagrįstas būsimų muzikos mokytojų meninės individualybės raiškos modelis, apimantis refleksyvumo (išreiškiamo per muzikos interpretavimo autentiškumą, savo gebėjimų vertinimą ir savo orumo jautimą), kūrybiškumo (per muzikos interpretavimo originalumą, vertinimų savitumą ir išgyvenimų intensyvumą), meniškumo (per muzikos interpretavimo harmoningumą, vertinimų gilumą ir išgyvenimų estetiškumą) ir atsakingumo (per prisiėmimą atsakomybės už muzikos kūrinių interpretavimą, vertinimų dorovingumą ir pareigos jautimą) komponentus. Atlikus diagnostinį tyrimą atskleista būsimų muzikos mokytojų meninės individualybės muzikinėje veikloje apraiškos, jų tarpusavio sąsajos, raiškos lygis, priklausomybė nuo išorinių (aukštosios mokyklos tipo ir studentų kurso) bei vidinių (muzikiniai gebėjimai, meniniai išgyvenimai ir vertybių reikšmingumo pripažinimas) veiksnių. Atlikto ugdymo projekto metu atskleisti meninės individualybės raiškos pokyčiai ir pagrįstos būsimų muzikos mokytojų meninės individualybės raiškos plėtojimo strategijos. Remiantis atlikto disertacinio tyrimo rezultatais, pateiktos rekomendacijos pedagogams muzikos mokytojų rengimo praktikoje taikyti praktiškai patikrintas... [toliau žr. visą tekstą] / Peculiarities of the expression of artistic individuality of future teachers are analysed in the dissertation. Problem of the investigation has been formulated: in what way and what impact the musical activity can exert on artistic individuality of future music teachers and to what extent this impact can be optimised. The model of the expression of artistic individuality of future music teachers has been created and substantiated both theoretically and empirically. The model encompasses the components of reflexivity, creativity, high artistic value and responsibility. Manifestations of artistic individuality in musical activity of future teachers and the level of expression of these manifestations, interrelations between components of artistic individuality and their dependence on the external factors (the type of higher education institution that provides different musical education (university, non-university) and the year the students are in, as well as internal factors (musical abilities, artistic experiences and recognition of the significance of values) have been revealed by the diagnostic examination. Statistically significant changes in the expression of artistic individuality of future music teachers have been determined and strategies for developing the expression of artistic individuality of future music teachers have been brought out and tested in the course of the education project. On the basis of the data of the research work the basic brought out strategies... [to full text]

Little research has looked in detail at the subjective experience of adolescents who have been admitted to psychiatric hospital and the potential impact of this on their developing identity. This study aimed to construct a theory of the perceived impact of hospitalisation on the identity of young people admitted to a psychiatric ward, the ways young people might manage threats to their identity and any perceived impact of diagnosis. Nine young people aged 15-17 were interviewed in depth about their experience of admission and any perceived impact on their identity. Young people were current in-patients or ex-patients attending follow-up treatment in the community. Grounded theory methodology was employed in this study. A preliminary model is proposed showing the process from admission to post-discharge with hypothesised impacts on personal and social identity at each stage. Positive outcomes were associated with an improved sense of self and self-efficacy. In contrast, the development of an “illness” explanation for one’s difficulties while in hospital may be a risk for a more negative self-concept and a less favourable future outlook. The study concluded that longitudinal research is required to ascertain long-term outcomes of the proposed model. Emphasizing psychological formulation may ameliorate the perception of individual ‘deficit’ that appeared to be associated with diagnosis.