This dissertation is a study of how slave rebellions continue to exert a profound political, affective and cultural influence on postcolonial writers. These writers claim histories and memories of such rebellions as strategic allegories, which enable both articulations of contemporary concerns about neocolonial and neoliberal forms of governmentality, as well as the resistances to such. Through an examination of texts by Ghanaian playwright Mohammed Ben Abdallah, Haitian poet and novelist Évelyne Trouillot, Canadian-Caribbean writer Dionne Brand, and Indian writer Amitav Ghosh, I argue that these narratives demonstrate that our present moment of globalized capital and its accompanying forms of expropriation, though seemingly disembodied and all-pervasive, bear suggestive resemblances to the ethical and political questions raised by the global machinery of slavery. Memories of slave rebellions operate as vital forms of oppositional narratives in these texts, providing writers with an imaginary of a foundational class struggle which threatens the existing status quo. While such narrativizations remobilize the cultural memories of earlier radicalisms, they also point out the failures of such radical imaginaries to move beyond a privileging of certain forms of heroic and heteronormative revolutionary black masculinity. By foregrounding women within the spaces of the slave rebellions, these texts de-masculinize the dominant masculinisms of slave rebellion narratives of previous eras. In doing so, they complicate the notion of racialized class struggles as theaters of supremacy between two classes of men, and challenges the reduction of enslaved women into passive allegories of family, community and nation. / text

Piero Manzoni (1933-1963) is one of the best-known and under-theorized artists in all of postwar Europe. His body of work includes a range of practices from monochrome painting to readymade objects, from participatory sculpture to designs for architecture. More than simply innovative in its form and media, however, Manzoni's practice articulates a politics of the body and of the self that departs radically from the belief systems at stake in the work of his contemporaries in both Europe and America. If other postwar artists still claimed access to transcendence, to nature, or to autonomous subjectivity, Manzoni responds with works that reveal the body and the self as material and discursive effects of power relations. / History of Art and Architecture

My dissertation analyzes the architectural voice of the Islamic bourgeoisie by evaluating contemporary government-funded urban renewal projects in Turkey. This topic also discusses the counter voices' response to the urban renewal programs which sparked the Gezi Park protests of summer 2013. My dissertation explores how the AK Party is framing Ottoman history and remaking the Turkish urban landscape by urban development projects. I spell out specific ways in which Erdogan uses cultural capital of the Ottoman past to frame Erdoganian Neo-Ottomanism. My work investigates the AK Party's Islamic form of neoliberalism with Pierre Bourdieu's concept of cultural capital. Specifically I look at the application of Istanbul as the European Capital of Culture (ECoC), an urban renewal project by the AK Party in the Ankara neighborhood of Hamamonu, and the protests at Istanbul's Gezi Park and Ankara's Ulucanlar prison complex.

A distinction between ruminative and reflective forms of dispositional self-focus is introduced and the theoretical utility of this distinction is evaluated in a program of eight studies. Study 1 examined for the presence of this distinction among natural language trait descriptors. Study 2 evaluated whether this distinction provided a sufficient summary of relations between the Fenigstein, Scheier and Buss (1975) Self-Consciousness scales and the Five Factor Model of personality (FFM). In Study 3, two brief questionnaire measures of ruminative and reflective tendencies were developed, and their convergent and discriminant validity evaluated with respect to the FFM, and the Fenigstein et al. (1975) Public Self- Consciousness (PUSC) and Private Self-Consciousness (PRSC) scales. Study 4 investigated the extent to which rumination and reflection separately account for PRSC associations with measures of psychological distress (e.g., Beck Depression scale) and intellective dispositions (e.g., Need for Cognition scale), respectively. Study 5 evaluated, using a sample of dormitory roommates, the extent to which self-estimates of ruminativeness and reflectiveness correspond with the judgments of a knowledgeable observer. Studies 6, 7, and 8 evaluated the extent to which the traits of rumination and reflection separately account for previously reported PRSC associations with three theoretically relevant criteria of private self-consciousness: state indices of self-focused attention (Study 6), the asymmetry effect in self-other similarity judgments (Study 7), and research volunteerism (Study 8). Findings suggest that the PRSC scale confounds two relatively independent, and motivationally distinct dispositions, rumination and reflection, and that latent ruminative and reflective components of PRSC scores separately and fully account for PRSC correlates and effects. These findings provide a straight forward explanation of the "self-absorption" paradox implicit in the PRSC research literature, i.e., the consistent but apparently contradictory finding of more accurate and extensive self-knowledge, yet higher levels of subjective psychological distress, among persons high in private self-consciousness. It is likely that the PRSC's associations with psychological distress are uniquely due to its neurotic component (rumination), and that the PRSC's self-knowledge effects are uniquely due its intellective component (reflection). It is argued that rumination and reflection represent statistically and functionally independent self-focusing tendencies. Their strong and unique associations with the FFM dimensions of neuroticism and openness, respectively, imply a basic dichotomy of self-attentive motives: anxiety/fear and curiosity/exploration: rumination represents a useful summary conception of self-attentiveness motivated by perceived threats, losses, or injustices to the self; reflection represents a useful summary conception of self-attentiveness motivated by intrinsic curiosity, or epistemic interest in the self. It is concluded that the spatial metaphor of "direction" may not be an appropriate basis for a useful scientific conception of dispositional self-consciousness. The concept of a purely cognitive tendency to have attention chronically directed toward the self versus away from the self, construed independently of the emotional and motivational determinants of such a tendency, is probably untenable.

Crowd-sourced crisis mapping is a relatively new phenomenon and platform that enables the collection and visualization of real-time crisis data submitted by users through social media tools and cellular technologies. Crisis maps are generally used by both state and nonstate actors for sense-making and as a reference point for action. The current crisis map visualizations only show the location documents such as reports or short messages have been generated from. Such a limited representation fails to immediately show important content, such as themes from a document and their changes over time. As a result, sense-making becomes time-consuming and cognitively demanding. I present a set of visualization tools: Geo-Temporal Tag Visualization (GTViz), Geo-Temporal Pies and Geo-SparkClouds that treat the tags on the crowd-sourced reports as spatio-temporal textual datasets and provide interaction tools to explore the content of the reports. I also demonstrate the value of such tools with case studies and a controlled user study.

A stable and healthy personality is a requirement to deal effectively with the different stressors and demands that are part and parcel of a profession in education. Therefore, it is of the utmost importance to ensure that prospective teachers present well balanced personality profiles, which will enable them to become good teachers. Against the abovementioned background, this research study had the aim to: • by means of a literature study, determine the criteria that are generally used in the selection process of prospective education students nationally and internationally, and to determine the role and function of a personality assessment in the selection of prospective education students; • by means of a literature study, determine the characteristics of the desired personality profile of a teacher by applying the Five Factor Model of personality; • empirically determine the characteristics of the personality profiles of full-time registered education students at a higher education institution; • empirically determine whether there are differences between the personality profiles of 1) male and female education students; 2) education students in the different education phases; 3) education students with different home languages; 4) education students at different academic levels; and 5) education students who indicated education as first choice of study, and those who did not; and • to determine what the application possibility of the NEO-FFI is in the selection of prospective education students. The literature study produced the following results: • Academic criteria are mostly used in selecting education students, nationally and internationally and personality assessment does not play a role in the selection of education students in South Africa. • The desired personality profile of teachers, according to the Five Factor Model of personality, renders low scores on Neuroticism and high scores on Extraversion, Openness to Experience, Agreeableness and Conscientiousness. The empirical study produced the following results: • The group of education students generally presented the characteristics of the theoretical preferred personality profile with regard to Neuroticism, Extraversion, Agreeableness and Conscientiousness, but they presented relatively low mean raw scores for Openness to Experience. • No meaningful differences were found between the personality profiles of education students with regard to the education phase, home language, academic year and education as study choice, however, there were meaningful differences between male and female education students pertaining Agreeableness, where female education students presented higher mean raw scores than their male counterparts. Stanines were calculated to develop norms which can be used for personality assessment in the selection of prospective education students. Gender-specific norms were developed for this purpose. On grounds of the results of the investigation, it is recommended that personality assessment form an integral part of the selection process of prospective education students and that the NEO-FFI appears to be fruitful in this regard. / Thesis (MEd (Educational Psychology))--North-West University, Potchefstroom Campus, 2013

A stable and healthy personality is a requirement to deal effectively with the different stressors and demands that are part and parcel of a profession in education. Therefore, it is of the utmost importance to ensure that prospective teachers present well balanced personality profiles, which will enable them to become good teachers. Against the abovementioned background, this research study had the aim to: • by means of a literature study, determine the criteria that are generally used in the selection process of prospective education students nationally and internationally, and to determine the role and function of a personality assessment in the selection of prospective education students; • by means of a literature study, determine the characteristics of the desired personality profile of a teacher by applying the Five Factor Model of personality; • empirically determine the characteristics of the personality profiles of full-time registered education students at a higher education institution; • empirically determine whether there are differences between the personality profiles of 1) male and female education students; 2) education students in the different education phases; 3) education students with different home languages; 4) education students at different academic levels; and 5) education students who indicated education as first choice of study, and those who did not; and • to determine what the application possibility of the NEO-FFI is in the selection of prospective education students. The literature study produced the following results: • Academic criteria are mostly used in selecting education students, nationally and internationally and personality assessment does not play a role in the selection of education students in South Africa. • The desired personality profile of teachers, according to the Five Factor Model of personality, renders low scores on Neuroticism and high scores on Extraversion, Openness to Experience, Agreeableness and Conscientiousness. The empirical study produced the following results: • The group of education students generally presented the characteristics of the theoretical preferred personality profile with regard to Neuroticism, Extraversion, Agreeableness and Conscientiousness, but they presented relatively low mean raw scores for Openness to Experience. • No meaningful differences were found between the personality profiles of education students with regard to the education phase, home language, academic year and education as study choice, however, there were meaningful differences between male and female education students pertaining Agreeableness, where female education students presented higher mean raw scores than their male counterparts. Stanines were calculated to develop norms which can be used for personality assessment in the selection of prospective education students. Gender-specific norms were developed for this purpose. On grounds of the results of the investigation, it is recommended that personality assessment form an integral part of the selection process of prospective education students and that the NEO-FFI appears to be fruitful in this regard. / Thesis (MEd (Educational Psychology))--North-West University, Potchefstroom Campus, 2013

In Canada, the growth and intensity of neo-liberal governance and philosophy, which includes idealizing a self-sufficient and independent citizenry continues to inform public policies at the federal and provincial levels. These policies, in turn, have implications for individuals’ health and well-being. Health implications are further visible and intensified along gender, class and ethnic lines. In this study, in-depth qualitative interviews were conducted with eight low income single mothers who had been affected by employment and assistance policies and regulations in British Columbia. The findings revealed the ways in which these women were affected by neo-liberal policy initiatives that held them individually accountable and responsible for managing their life circumstances in order to achieve the expectations bestowed upon them as citizens. It also revealed the inequalities that existed at the intersection of gender, class and ethnicity. The findings point to the need to address the policy barriers that confront lone mothers. / Graduate / 2015-02-12 / 0630 / 0628 / amyh@uvic.ca

In Canada, the growth and intensity of neo-liberal governance and philosophy, which includes idealizing a self-sufficient and independent citizenry continues to inform public policies at the federal and provincial levels. These policies, in turn, have implications for individuals’ health and well-being. Health implications are further visible and intensified along gender, class and ethnic lines. In this study, in-depth qualitative interviews were conducted with eight low income single mothers who had been affected by employment and assistance policies and regulations in British Columbia. The findings revealed the ways in which these women were affected by neo-liberal policy initiatives that held them individually accountable and responsible for managing their life circumstances in order to achieve the expectations bestowed upon them as citizens. It also revealed the inequalities that existed at the intersection of gender, class and ethnicity. The findings point to the need to address the policy barriers that confront lone mothers. / Graduate / 0630 / 0628 / amyh@uvic.ca

This thesis examines Turkey&rsquo / s Balkan policy in the Post-Cold War Era with regard to changing parameters in this region. Every crisis and conflicts in the Balkans affects not only Turkey but also all international actors. For this reason, it is argued that external dynamics rather than internal ones largely affected the change in Turkish foreign policy. It is pointed out that the policy maintained by Turkey during the wars and crisis in the Balkans, was harmonious with its power and capacity in international arena. After Bosnian War and Kosovo crisis the European Union (EU) policy towards the Balkans gained impetus. Turkey attempts to participate in both North Atlantic Treaty Organization (NATO) and the EU initiatives in the Balkans for the sake of balancing Greece. Besides, Turkey encouraged and took an active role in the process of the Balkan countries to NATO and the EU for the sake of following the regulations being made for Turkish minority. Then, this thesis argues that the neo-Ottomanist ideas lost its significance as the process of EU&rsquo / s incorporation of the Balkans gains impetus.