This study focuses on Taiwanese nursery rhymes. In addition to lullabies and nursery rhymes, it also includes rhymes and songs chanted to pray for good fortune at birth rituals and those sung to teach and encourage children. Most of the rhymes and songs discussed here, including those pronounced in Taiwanese (the Hokkien language in Taiwan) and Hakka, are popular in Taiwan and passed down from generation to generation. Some nursery rhymes and songs in Mandarin and in other Taiwan aboriginal languages are also included to make necessary comparisons. First, this study analyzes the sentence arrangement, structure, rhythm, and presentation of these nursery rhymes in order to examine their structure characteristics. Based on their contents, then, they are classified into five categories: lullabies, colic care songs and rhymes, playtime songs and rhymes, prayer songs and rhymes, as well as value-teaching songs and rhymes. The five categories are examined and analyzed, and their cultural backgrounds explored. Finally, based on the structures, contents, and embedded cultures of these nursery rhymes, their values are discussed and presented. This research contains six chapters: Chapter 1: Introduction. It broadly introduces the content and the structure of this research. Chapter 2: A Structural Analysis of the Nursery Rhymes. This chapter focuses on the characteristics of these nursery rhymes: sentence arrangements, structures, rhythm, and presentation skills. Chapter 3: A Content Analysis of the Nursery Rhymes. Based on the content, each rhyme is classified and analyzed. Chapter 4: Cultures in the Nursery Rhymes. This chapter discusses some embedded cultural activities such as birth and marriage in nursery rhymes to explore the relationships between ethnic cultures and their individual rhymes. Chapter 5: Values of the Nursery Rhymes. The values of nursery rhymes are examined from the aspects of education, life, and ethnic cultures. Chapter 6: Conclusion. The significance and implications of this research as well as its future extended research are discussed in this chapter.

Research concerning New Taiwanese issue is focused on New Taiwanese students’ family environment, academic achievement, school life adaptability, behavioral development in the past years. Although New Taiwanese adolescents will be an emerging population, there has no research that looks specifically at the identity development during early adolescence. There is considerable literature on school life; however, no of it addresses New Taiwanese psychological development. This study, informed by Erikson’s (1959) model of psychosocial development and Marcia’s (1966) four statuses of identity, compared ego- identity development in New Taiwanese junior high students to local Taiwanese junior high students. The purpose in the present study was to provide an approach to the investigation of identity formation among local Taiwanese and New Taiwanese junior high students. The hypothesis of this study is that there are differences in ego- identity development between local Taiwanese and New Taiwanese junior high students. Variations in identity status will be measured by administering the EOM-EIS- 2 (Adams & Bennion, 1989) and a demographic survey to junior high students from three different schools in Xindian City, Taipei County. The study also utilized the qualitative approach method to provide a sound basis for analyzing respondents’ experience and/ or perspectives by Marcia’s Identity Status Interview (ISI). Identity scores and distributions were examined for 550 (422 local Taiwanese, 128 New Taiwanese) junior high students. Results indicated that the significant difference in Foreclosure Identity between New Taiwanese and local Taiwanese was observed with local Taiwanese scoring higher. Local Taiwanese may therefore be more inclined to adopt their parents’ commitments to religious and political beliefs, occupational preferences, and philosophical lifestyles. Results also indicated that New Taiwanese were founded to be significantly more ideological diffused than their local Taiwanese peers. The environment for New Taiwanese was more constricted and less likely to provide room for the adolescent’s exploration and have not made decision regarding. Additionally, the present study revealed that 52% of the sample (245 participants including 196 local Taiwanese and 49 New Taiwanese junior high students) fell into one of the four discrete identity status categories, with 56% of this group classified as either diffused or foreclosed. Within these two less sophisticated statuses, New Taiwanese less frequently fell into Identity Foreclosed than local Taiwanese but more frequently fell into Identity Diffusion than local Taiwanese. To gain in- depth information of participants’ experience and/ or perspectives, 43 (32 local Taiwanese, 11 New Taiwanese) of the 245 participants were also assessed using Marcia’s Identity Status Interview (ISI). Although this finding highlights the differences ego- identity development during early adolescence among local Taiwanese and New Taiwanese junior high students, most of the identity developmental outcomes were the same between the two groups. / Research concerning New Taiwanese issue is focused on New Taiwanese students’ family environment, academic achievement, school life adaptability, behavioral development in the past years. Although New Taiwanese adolescents will be an emerging population, there has no research that looks specifically at the identity development during early adolescence. There is considerable literature on school life; however, no of it addresses New Taiwanese psychological development. This study, informed by Erikson’s (1959) model of psychosocial development and Marcia’s (1966) four statuses of identity, compared ego- identity development in New Taiwanese junior high students to local Taiwanese junior high students. The purpose in the present study was to provide an approach to the investigation of identity formation among local Taiwanese and New Taiwanese junior high students. The hypothesis of this study is that there are differences in ego- identity development between local Taiwanese and New Taiwanese junior high students. Variations in identity status will be measured by administering the EOM-EIS- 2 (Adams & Bennion, 1989) and a demographic survey to junior high students from three different schools in Xindian City, Taipei County. The study also utilized the qualitative approach method to provide a sound basis for analyzing respondents’ experience and/ or perspectives by Marcia’s Identity Status Interview (ISI). Identity scores and distributions were examined for 550 (422 local Taiwanese, 128 New Taiwanese) junior high students. Results indicated that the significant difference in Foreclosure Identity between New Taiwanese and local Taiwanese was observed with local Taiwanese scoring higher. Local Taiwanese may therefore be more inclined to adopt their parents’ commitments to religious and political beliefs, occupational preferences, and philosophical lifestyles. Results also indicated that New Taiwanese were founded to be significantly more ideological diffused than their local Taiwanese peers. The environment for New Taiwanese was more constricted and less likely to provide room for the adolescent’s exploration and have not made decision regarding. Additionally, the present study revealed that 52% of the sample (245 participants including 196 local Taiwanese and 49 New Taiwanese junior high students) fell into one of the four discrete identity status categories, with 56% of this group classified as either diffused or foreclosed. Within these two less sophisticated statuses, New Taiwanese less frequently fell into Identity Foreclosed than local Taiwanese but more frequently fell into Identity Diffusion than local Taiwanese. To gain in- depth information of participants’ experience and/ or perspectives, 43 (32 local Taiwanese, 11 New Taiwanese) of the 245 participants were also assessed using Marcia’s Identity Status Interview (ISI). Although this finding highlights the differences ego- identity development during early adolescence among local Taiwanese and New Taiwanese junior high students, most of the identity developmental outcomes were the same between the two groups.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 265-282). Available also in a digital version from Dissertation Abstracts.

No description available.

Thesis (Th. M.)--Dallas Theological Seminary, 1988. / Includes bibliographical references (leaves 103-104).

Thesis (M. Phil.)--University of Hong Kong, 2008. / Includes bibliographical references (leaf 114-118) Also available in print.

Thesis (D. Min.)--Ashland Theological Seminary, 1999. / Abstract. Includes bibliographical references (leaves 179-184).

Thesis (Ed.D.)--University of Arkansas, 2008. / Includes bibliographical references.

Thesis (D. Min.)--Ashland Theological Seminary, 1999. / Abstract. Includes bibliographical references (leaves 179-184).

Thesis (D. Min.)--Ashland Theological Seminary, 1999. / Abstract. Includes bibliographical references (leaves 179-184).