Thesis (M.A.)--University of Hong Kong, 1989. / Also available in print.

Thesis (Ph.D.) - University of St Andrews, May 2008.

Thesis (B.A.)--Haverford College, Dept. of English, 2006. / Includes bibliographical references.

O objetivo principal desta dissertação de mestrado é uma leitura do romance Orlando: A biography (1928) de Virginia Woolf a partir do levantamento de uma hipótese interpretativa do processo de construção do romance. Basicamente, procura-se investigar como acontece a seleção, organização e articulação dos materiais sociais e estéticos envolvidos na sua produção de modo a reconstruir momentos-chave da obra, bem como a propor códigos interpretativos. No primeiro capítulo há uma análise dos dispositivos formais que constituem a narração com intuito de revelar os conteúdos sócio-históricos que eles carregam. Já no capítulo dois identifica-se na dialética entre forma e conteúdo do romance duas formações ideológicas antagônicas: a figuração do patriarcado capitalista que organiza a experiência coletiva de maneira autoritária e da estética da modernização cultural que emerge em oposição à primeira. As considerações finais retomam os principais pontos trabalhados nos capítulos anteriores e propõem que o projeto de Woolf tematiza a amplitude da interioridade com o intuito de gerar uma compensação simbólica para crescente desumanização da vida no período entreguerras. Identifica-se, assim, ao menos duas linhas de força da narrativa modernista: uma que aposta na subjetivação e outra na objetivação do processo artístico. Esta dissertação propõe que Woolf se filia à primeira linhagem. / The central objective of this dissertation is a reading of the novel Orlando: A biography (1928) by Virginia Woolf from an interpretative hypothesis of its construction process. Basically, it seeks to investigate how the selection, organisation and articulation of the social and aesthetic materials involved in its production takes place, in a such a way that it is possible to reconstruct the work\'s key moments as well as to propose interpretative codes. In the first chapter there is an extensive analysis of the formal devices that constitute the narrative; in chapter two it is identified in the novel\'s dialectics of form and content two antagonist ideological formations: the figuration of capitalist patriarchy which organises colective experience in an authoritarian way and the aesthetic of cultural modernisation that rises in opposition to the former. Finally, in the conclusion, all the main points discussed in the previous chapters are summarized and it proposes that Woolf\'s project thematizes the human interiority\'s amplitude in order to create a symbolic compensation for the increasing dehumanization of social life in the interwar period. Thus, we identify two modernist paths: one that places centrality on subjectivization and another on objectivization of the artistic process. This dissertation supposes that Woolf belongs to the first lineage.

The purpose of this study was to present an historical analysis of the function of the Literary Fund of Virginia as it pertained to public school funding. The major questions central to this study were: (a) How has the Literary Fund addressed the funding needs of the Virginia public schools? (b) What significant changes have occurred in the apportionment of Literary Fund revenue? and (c) What are the future trends of the Literary Fund? The political and social circumstances that prevailed in Virginia, prior to this funding initiative, were examined to determine what effects they had on its development. Primary documents also were examined to ascertain pertinent information for completion of this study. These included: House and Senate Journals; The Acts of the General Assembly; Virginia School Reports; Virginia Second Auditor Reports of the Literary Fund; Annual Reports of the Superintendent of Public Instruction; and the Code of Virginia. Secondary sources were used to provide background information about the historical events that helped shape the development and perpetuation of the Literary Fund. Various government officials and a former Superintendent of Public Instruction were interviewed through use of a protocol. The purpose of these interviews was to gain insight on the likely future of the Literary Fund. Their answers to questions were analyzed to determine if consistent themes could be identified. These interviews, along with historical data collected, were examined in order to provide recommendations for future consideration by the Commonwealth of Virginia relative to the use of Literary Fund revenue. / Ed. D.

Massacre tracks three intersecting narratives during and after a fictionalized recounting of the infamous Virginia Tech massacre. In each characters’ search of individual re-creation and autonomy, they encounter the failings of their person, their families, their institutions, and their country. Formed by the great and impossible trauma that bound them, massacre survivors Connor and Tara navigate the tricky and deceitful terrain of a marriage that should never have been.

Ph. D.

This study was designed to gather information in regard to job satisfaction, up-date demographic information, and to measure the difference between actual and desired amounts of time spent in different role activities by Virginia school psychologists. The results were compared to Levinson's 1983 study of Virginia school psychologists and to the results of a national study (Brown, 1992). Data were collected through mailed surveys consisting of a demographic data form and a modified version of the Minnesota Satisfaction Questionnaire. A total of 351 randomly selected subjects were mailed survey materials, and 83.97% responded. The data analysis utilized the responses from 197 school psychologists employed full-time in the public schools. The current sample of Virginia school psychologists indicated that 81.2% are either satisfied or very satisfied with their jobs, while 18.8% reported that they are dissatisfied with their job. Virginia school psychologists are satisfied as shown by 17 of the 20 scales measured by the modified Minnesota Satisfaction Questionnaire. The three areas of job dissatisfaction were advancement opportunities, school system policies and practices, and compensation. The results of regression analysis revealed three factors as predictors of job satisfaction: control over the types of activities performed, decision to remain in the position for the next five years, and the desire to spend more time in research activities. Virginia school psychologists report spending more time in assessment activities and less time in counseling, consultation, and research than they desire. The level of overall job satisfaction for the current sample compared to their 1983 counterparts and to a 1992 national sample is virtually identical. Although some variations exist, the top seven and last seven factors are the same for all three studies. There are no differences in levels of satisfaction between the current sample and those in the 1983 study. Virginia school psychologists are, however, less satisfied than their national counterparts in the following eleven areas: ability utilization, advancement, authority, policies and practices, compensation, creativity, independence, recognition, responsibility, supervision-relations, and variety. Implications drawn from this study were discussed. Recommendations were made for school psychologists, university trainers, employers, and professional organi / Ph. D.

This study examined the strengths and weaknesses of employing part-time or contract school psychologists as primary providers of school psychological services for eight rural school divisions. In addition, data were obtained which facilitated comparison of full-time rural school psychological service delivery with the services obtained through these alternative employment arrangements. Questionnaires were completed by two part-time and six contract school psychologists employed by rural school divisions in the Commonwealth of Virginia. The supervisors of these school psychologists also completed questionnaires. Both groups of respondents participated in a 40 minute personal interview with the researcher. Additionally, questionnaires were completed by 58 school principals from rural school divisions in Virginia which employed full-time, part-time, or contract school psychologists. Other data analyzed in the study were questionnaire responses from 31 rural school psychologists who had participated in Merchant's (1982) study of the professional practices of full-time school psychologists in Virginia. Results indicated that for the majority of school divisions employing part-time or contract school psychologists, the strengths of the employment were: 1) cost efficiency; 2) impartiality of the school psychologist; and 3) high quality psycho-educational assessments and recommendations. Weaknesses of the employment arrangements were: 1) high psychologist-to-student ratios; 2) lack of school psychologist time to perform non-assessment functions; and 3) lack of accessibility to the school psychologists by parents and school personnel. Contracted school psychologists were found to devote almost all of their professional time to working with handicapped children. Full and part-time school psychologists spent approximately 30% of their time with nonhandicapped students. Salaries of part-time and contracted school psychologists were higher than those of full-time practitioners. Part-time school psychologists, based on a 200 day school year, earned an equivalent of $39,000. Contract school psychologists earned an equivalent of $35,000, while the average yearly salary of full-time practitioners was approximately $18,500. Recommendations included the need for research on contracted and part-time employment of school psychologists in other settings. Additionally, it was recommended that the school psychology profession become actively involved in public awareness activities geared to improving school psychological services in rural areas. / Ed. D.

Ph. D.