Indiana University-Purdue University Indianapolis (IUPUI) / A 2004 New York Times’ article regarding the role of potential First Ladies at political conventions wrote, “The public will someday accept a fully independent first lady, Ms. Gibbons predicted, 'I don't see how we can go backwards.’'' (Purnick, 2004) That isn’t to say, however, we have continued moving forward. Perpetuating the trend that began two decades ago, in 2012 both Ann Romney and Michelle Obama delivered speeches at the Republic National Convention (RNC) and Democratic National Convention (DNC) respectively. Prompting a continued study of the first lady include not only Michelle Obama’s self-titled “Mom-in-Chief” speech or the ever present role of fashion and the First Lady, but also her permanent role as the candidate’s feminine counterpart and its close management demand examination. To be sure, this thesis comes at a time of significant importance, with Hillary Clinton vying for the 2016 Democratic Presidential nomination. I agree with past scholars that presidential spouses, as part of the presidential institution, have ushered in a level of public power not previously possible for women (Anderson, Campbell, Jamieson, Sheeler, et al). However, the power of the first lady is constrained by feminine expectations that prevent the emergence of a fully independent first lady. We should question the limitations of the spousal role and challenge the discourses that create those limitations, as they hinder the realization of a fully independent first lady. Since 1992, nearly every spouse has given a public address at the presidential nominating convention, with all candidate wives from 2000-2012 taking part. The emergence of this campaign trend has prompted communication scholars to call for the expansion of research surrounding these speeches (Brown, 2012). Scholars have previously noted that first lady campaign discourse provides a sandbox in which our country experiments with various levels of first lady independence (Parry-Giles, 1996, Campbell, 1998, Anderson, 2002). That is to say, how the wives consistently talk about themselves, their husbands and the country, as well as how the media reports on the potential first lady during coverage of convention oratory, sheds light on the national tone of feminine ideologies. Therefore, I contend that a genre exists governing first lady convention speeches which, along with the mediated discourses surrounding these speeches, constructs and reinforces the ideal femininity of the First Lady. As a result, the hegemonic masculinity of the presidency is further reified with important consequences for our ability to accept an independent first lady which makes it more difficult to accept a woman president. This thesis examines the dual role of the feminine ideal of US first ladies and the masculinity of the presidency. Examining the generic constraints of 20 years of presidential candidate wives convention speeches and the associated media coverage will uncover dominant themes that aim to vilify certain wives—for their speech style and content—and celebrate others. By assessing what points of struggle we witness in these discourses, we note opportunities where first ladies and potential first ladies challenge these generic constraints and have the potential to reveal shifts and expansions in the discourses. The result may lead to a new understanding of gender in relation to the presidency.

No description available.

This study explores trainee psychotherapists' experiences of double bind situations and inconsistency between explicit and implicit contexts of training. The epistemological foundations of this text are postmodern, social constructionist and ecosystemic. A review of the relevant literature is presented, which includes aspects such as explicit and implicit contexts, double bind and experiences of trainees in training. This is followed by an account of the qualitative research approach adopted, namely, discourse analysis. Themes that are extracted from the text of the transcribed interviews are assumed to reflect discourses in training and the broader societal contexts in which trainees find themselves. These discourses are seen to inform trainees' constructions of their experiences in training. The findings of the analysis are found to concur with the initial hypotheses of this dissertation, as well as with findings in the literature. Recommendations for future research are offered. / Psychology / M.A. (Clinical Psychology)

This study explores trainee psychotherapists' experiences of double bind situations and inconsistency between explicit and implicit contexts of training. The epistemological foundations of this text are postmodern, social constructionist and ecosystemic. A review of the relevant literature is presented, which includes aspects such as explicit and implicit contexts, double bind and experiences of trainees in training. This is followed by an account of the qualitative research approach adopted, namely, discourse analysis. Themes that are extracted from the text of the transcribed interviews are assumed to reflect discourses in training and the broader societal contexts in which trainees find themselves. These discourses are seen to inform trainees' constructions of their experiences in training. The findings of the analysis are found to concur with the initial hypotheses of this dissertation, as well as with findings in the literature. Recommendations for future research are offered. / Psychology / M.A. (Clinical Psychology)

Made available in DSpace on 2016-08-18T18:19:27Z (GMT). No. of bitstreams: 1 Arivaldo Cutrim Carvalho.pdf: 4594687 bytes, checksum: c5792781a97f8174ae6dcd9a0bfbd359 (MD5) Previous issue date: 2010-10-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / With the aim of the development of new nanodevices, there is great interest in understand the electronic properties of nanostructured materials. Above all, how to modify the electronic properties of nanostructures already well known in a controlled manner. With this goal, many methodologies and experiments has been developed. We studied the an entirely through computer simulation atomistic interaction of amino glycine with the surface of graphene using two methods, classical and quantum, for both modules use Materials Studio (Accelrys), and the Forcit Dmol3 states that are Art in atomistic simulations. From the classical point of view, we used force fields universal to describe the interactions, and the quantum point of view, the method of density functional. The methodology consisted basically realize a scan with glycine in different orientations on the surface of the graphene sheet grid in a considerable build a 3D map of potential interaction that enables us to accurately define where are enough sites and orientations of the amino acid glycine to more energetically favorable for adsorption. From the selection of the best candidates obtained from calculations in classical mechanics, we performed electronic structure calculations using the method DFT (Density Functional Theory) to estimate the binding energy and in that regime adsorption occurs. In addition, we obtained the electron density of the system and did Mulliken population analysis as well. / Com a finalidade do desenvolvimentos de novos nanodispositivos, há um grande interesse em conhecer as propriedades eletrônicas de materias nanoestruturados. Sobretudo, como modificar as propriedades eletrônicas de nanoestruturas já bem conhecidas de forma controlada. Com este objetivo, muitas metodologias e experimentos tem sido desenvolvidos. Estudou-se de forma inteiramente atomística através de simulação computacional a interação do aminoácido glicina com a superfície do grafeno utilizando dois métodos , clássico e quântico, para tanto utilizamos os módulos do Materials Studio (Accelrys), o Forcite e o Dmol3 que são estados de arte em simulações atomísticas. Do ponto de vista clássico, utilizou-se campos de força universal para descrever as interações; e do ponto de vista quântico, utilizamos o método do funcional da densidade. A metodologia consistiu basicamente em realizarmos um "scan"com a glicina em diversas orientações sobre a superfície da folha de grafeno num grid considerável, construímos uma mapa 3D do potencial de interação que nos possibilita conhecer com precisão suficiente onde são os sítios e as orientações do aminoácido glicina que mais favoráveis energeticamente para a adsorção. A partir da seleção dos melhores candidatos obtidos através dos cálculos de mecânica clássica, realizamos cálculos de estrutura eletrônica utilizando o método DFT (Density Functional Theory) a fim de estimar a energia de ligação e em que regime ocorre a adsorção. Além disso, nós obtivemos a densidade eletrônica do sistema e fizemos uma análise populacional de Mulliken também.

No description available.

This project, overall, involves a theory of law as dimensions. Throughout the history of the study of law, many different theoretical paradigms have emerged proffering different and competing ways to answer the question ‘what is law’? Traditionally, many of these paradigms have been at irreconcilable odds with one another. Notwithstanding this seeming reality, the goal of this project was to attempt to take three of the leading paradigms in legal theory and provide a way to explain how each might fit into a single coherent theory of law. I set out to accomplish this by drawing on the field of theoretical physics and that field’s use of spatial dimensions in explaining various physical phenomena. By engaging in a dimensional analysis of law, I found that I was able to place each paradigm within its own dimension with that dimension being defined by a specific element of time, and in doing so much of the conflict between the paradigms came to be ameliorated. The project has been divided into two main parts. PART I discusses the fundamentals of legal theory (Chapter 1) and the fundamentals of dimensions (Chapter 2). These fundamentals provide a foundation for a dimensional analysis of law which takes place throughout PART II. In Chapter 3, I argue that the three fundamental theses of Positivism coalesce with the 1st-dimension of law, which is defined as law as it exists at any one point in time. From there, I argue in Chapter 4 that the 2nd-dimension of law, being law as it exists between two points in time (i.e. when cases are adjudicated), is characterized by Pragmatism. I then turn, in Chapter 5, to argue that the 3rd-dimension of law, being law as it exists from the very first point in legal time to the ever changing present day, coalesces with the fundamental theses of Naturalism. Ultimately then, I argue that a theory of law as dimensions, through the vantage points of the specific elements of time, provides a more complete account of the nature of law.

Deux objectifs sont poursuivis dans le cadre de cette thèse. Le premier est de dresser un état des lieux des victimations scolaires au Sénégal à partir d’un questionnaire administré à quelques 2707 élèves des cycles moyen (équivalent du collège en France) et secondaire (lycée). Quant au second objectif, il est centré sur la recherche d’un cadre explicatif global ainsi que des déterminants sociohistoriques des violences scolaires à travers une comparaison avec les résultats des enquêtes et des travaux conduits en France depuis le début des années 2000. C’est à partir d’un examen des rapports entre déviance, délinquance juvénile et école que le poids des facteurs externes des phénomènes de violences scolaires a pu être relativisé, voire atténué, au profit des facteurs purement institutionnels et endogènes. Le paradoxe qui ressort alors de cette confrontation et de la comparaison, à savoir la relative préservation des élèves sénégalais des violences portées par des camarades et la tendance lourde du développement en France des microviolences dont les personnels enseignants constituent la principale cible, s’explique par la spécificité des systèmes éducatifs tant dans leurs processus historiques d’institutionnalisation, dans leurs modes d’organisation que dans leur fonctionnement quotidien. Ainsi, les violences scolaires au Sénégal se construisent dans le cadre des relations éducatives inspirées de représentations socioculturelles qui légitiment des méthodes pédagogiques plutôt coercitives à travers des rapports de domination établissant le pouvoir de sanction du maître doublé d’une supériorité liée à l’âge et au sexe des membres de la communauté éducative. En France, elles sont tributaires des contradictions entre, d’une part, les conditions et les modalités de l’offre scolaire et, de l’autre, les demandes sociales d’éducation des populations ; elles trouvent alors leurs racines dans l’incapacité du système et de l’institution scolaires à prendre en compte les inégalités sociales, la diversité des profils cognitifs des élèves et de leurs motivations. Il ne reste alors aux plus « désorientés » d’entre eux que des stratégies de survie pour « sauver la face », avec tout ce que cela peut impliquer en termes de transgressions, d’« incidents » et de « perturbations » de l’ordre des classes. / This thesis is driven by two goals. The first one deals with assessing school victimizations/bullying in Senegal using a survey answered by 2707 pupils from middle grade (junior high school in France) and secondary grade (Senior high). Its other goal was to focus on seeking for global explanations as well as sociological and historical grounds for “school victimizations” through a comparison with the studies and unchallenged works carried out in France since the 2000s.Based on a study about the connections between deviancy, juvenile delinquency and school, we’ve found that the influence of external factors driving to school violence phenomena is all relative, even diminished, compared to purely institutional – so internal- factors. This confrontation and comparison bring out a paradox: Firstly, Senegalese pupils are relatively protected from schoolmates’ acts of violence. Secondly, in France, micro-acts of violence aimed at teachers tend to develop increasingly. This can be explained by the specific organization and working of each school system.Thus, school violence in Senegal is shaped by educational relations which are based on cultural representations that justify rather coercive teaching methods. It is obviously reflected in the punitive power of the teacher as well as the superiority of school staff due to their age and their sex. Consequently those facts establish relations of power. The situation in France lies on contradictions between institutional policies –school offers- and social demands in education. The first are linked to paradoxical orders such as, on the one hand, compulsory school attendance and academic success and, on the other hand, ranking and selective assessment which totally neglect the pupils’ cognitive skills. Consequently the latter are left with nothing but survival strategies aiming at “saving face” which implies all kinds of transgressions, incidents and disturbing of order within the class.

The thesis in question is titled “Readjusting Orthodoxy”. It constitutes a discourse in UK constitutional law although legal theoretic, historical, politicial, philosophical, and EU-related complementary themes are also present. It is founded upon, and driven by, two fundamental, inter-related premises. First, that it is the orthodox reading of the UK Constitution which best describes and explains the present constitutional arrangement: the UK Parliament is a sovereign institution sitting at the apex of the UK Constitution and vested with the right to make and unmake any law whatsoever. In the second place, that, notwithstanding the above, this very reading of the UK Constitution is currently deficient in terms of internal cohesion, is plagued by ingrained anachronistic dogmas and enjoys only a limited adaptability. From these premises emerges a third proposition; namely, that the UK constitutional discourse as a whole would stand to lose greatly should alternative constitutional theories that are less suited to describe and explain the current constitutional arrangement replace the orthodox reading of the Constitution by exploiting these conspicuous drawbacks. Thus, the present treatise argues that the orthodox reading should after critical evaluation be readjusted in the various ways to be proposed so as to be rendered coherent, consistent, impervious to the numerous challenges it currently faces and, ultimately, capable of continuing to offer the canonical account of the ever-changing UK Constitution.

Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro / No romance A defesa Lujin, de Vladimir Nabokov, publicado em russo em 1930, o texto procura levar o leitor a adotar processos mentais similares ao de um jogador de xadrez e de um esquizofrênico, características do personagem-título do romance. Delineiam-se as expectativas e circunstâncias de um ser de papel que se vê jogando um xadrez em que também é peça e traçam-se paralelos com as expectativas e circunstâncias do leitor perante esse texto literário. O prefácio de Nabokov à edição em inglês de 1964 é tomado como indício de um leitor e um autor implícitos que ele procura moldar. Para análise dos elementos textuais e níveis de abstração mental envolvidos, recorre-se à estética da recepção de Wolfgang Iser e a diversas ideias do psiquiatra e etnólogo Gregory Bateson, entre elas o conceito de duplo vínculo, com atenção às distinções entre mapa/território e play/game. Um duplo duplo vínculo é perpetrado na interação leitor-texto: 1) o leitor é convidado a sentir empatia pela situação do personagem Lujin e a considerá-lo lúcido e louco ao mesmo tempo; e 2) o leitor é colocado como uma instância pseudo-transcendental incapaz de comunicação com a instância inferior (Lujin), gerando uma angústia diretamente relacionável ao seu envolvimento com a ficção, replicando de certa forma a loucura de Lujin. A sinestesia do personagem Lujin é identificada como um dos elementos do texto capaz de recriar a experiência de jogar xadrez até para quem não aprecia o jogo. Analisa-se a conexão entre a esquizofrenia ficcional do personagem Lujin e a visão batesoniana do alcoolismo / In Vladimir Nabokovs novel, The Luzhin Defense, published in Russian in 1930, the text beckons the reader on to adopt mental processes similar to a chess players and a schizophrenic persons both traits of the novels title character. This character sees himself both as player and piece of an ongoing game of chess; his expectations and predicaments are traced in parallel to the readers own as he or she navigates the text. Nabokovs preface to the 1964 English edition is taken as an indication that he tries to shape both an implicit reader and an implicit author. In order to analyze the elements of the text and degrees of mental abstraction involved in this, we refer to Wolfgang Isers reader-response theory and also many of psychiatrist and ethnologist Gregory Batesons ideas, such as the double bind, with special regard to map vs. territory and play vs. game distinctions. A double double bind is built within the reader-text interplay as follows: 1) the reader is invited to feel empathy for Luzhins predicament and to regard him at once as sane and insane; and 2) the reader is posited as a pseudo-transcendental instance unable to communicate with his nether instance (Luzhin) in such a way that it brews a feeling of anxiety directly relatable to his or her engagement in the work of fiction, reproducing, in a way, Luzhins madness. Luzhins synesthesia is identified as one of the text elements with the ability to recreate the chess-playing experience even to readers who are not fond of the game. The connection between Luzhins fictional schizophrenia and Batesons views on alcoholism is analyzed