This thesis represents a study of The Years by Virginia Woolf and Rebecca by Daphne du Maurier. Both novels attempt to redefine the role of women in patriarchal society during the 1930s. The domestic role women had to fill within a masculine household constrained their ability to form an independent "self," apart from fathers and husbands. I argue that these novels articulate the possibility for women to access an independent self by examining the meaning behind domestic objects in and of the house. Lucy Irigaray asserts that women were, and still are, associated with being valued as a desirable "commodity". Since women have no choice but to work within the symbolic order and are already labeled as "object," women writers have manipulated the system by examining the subject/object dichotomy. The relationship women have with inanimate, and particularly domestic, objects shows how time (the past and the future) manipulates freedom in the present moment. Woolf's reflection on how "moments of being" function as gateways to a heightened sense of awareness is prevalent in her last published novel, The Years. I invoke Friedrich Nietzsche to consider notions of how an antiquated past hinders identity in du Maurier's Rebecca. In the literary texts of Woolf and du Maurier, women have a unique relationship with material objects in relationship to subjectivity. By examining the spatial constructs of the home, women are able to construct themselves as free "subjects" in a male dominated world. / by Stephanie Derisi. / Thesis (M.A.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web.

The current study investigated the interpretation of an agent's actions under the influence of external forces. Participants viewed a series of videos of an agent making a varying series of decisions and forced behaviors and were asked to predict future behavior. Firstly, we found evidence that suggests that perceivers make inferences about an agent that once they have shown a preference toward an object, they will persist with those initial desires, despite, external forces leading them to a different object. Secondly, we found evidence that suggests that submitting to a coerced choice will be perceived as reflecting a conflicting combination of pragmatic behavioral choice (due to concession to external forces) and maintenance of original desires, or, simply put, perceivers infer multiple underlying intentions in others. / by Brian Vail. / Thesis (M.A.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web.

This thesis emphasizes the visibility of the translator as an agent who promotes cultural exchange. This project includes a translation of Jennifer Egan's short story "Spanish Winter" from her collection Emerald City and Other Stories (1996). It also presents the theoretical frame, the critical analysis, and the pitfalls of the translation. "Spanish Winter" is narrated in the first person by the protagonist, a troubled US American, divorced woman who travels by herself to Spain in the winter. The importance of this text lies in the quest for identity of a female character whose journey symbolizes a search for herself. This postmodern tale, which depicts cultural exchanges between Spaniards and a US American woman and presents a contemporary theme told by a female narrator traveling abroad, is extremely relevant in today's globalized world. It is a valuable text whose translation promotes a fruitful literary exchange between the United States and the Spanish-speaking countries. / by Gabriela Almeida. / Abstract in English. / Text in Spanish and English. / Thesis (M.A.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web.

by Mi Jia-Yan. / Thesis (Ph.D.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 258-272). / Poems in Original Chinese. / Title Page --- p.i / Abstract --- p.ii / Acknowledgments --- p.iv / Editorial Note --- p.v / Table of Contents --- p.vi / Introduction --- p.1 / Chapter One --- "The Dialectic of Progressive Body: Self, Cosmos and New National Identity in Guo Moruo's The Goddesses" --- p.16 / Chapter I. --- Sources of Influence: Emergence of a Modern Body --- p.19 / Chapter II. --- The Instinctual Body as Creation of Progressive Self --- p.32 / Chapter III. --- The Metaphorical Body as Transfiguration of Cosmic Self --- p.50 / Chapter IV. --- The Passionate Body as Sacrifice for New National Identity --- p.61 / Summary --- p.71 / Notes --- p.73 / Chapter Two --- The Decadent Body: Toward a Negative Ethics of Mourningin Li Jinfa --- p.82 / Chapter I. --- Economy of Somatic Decadence --- p.87 / Chapter II. --- Aesthetics of Counter-Enlightenment --- p.100 / Chapter III. --- Narrative of Reflection: A Profane Illumination --- p.117 / Chapter IV. --- Toward a Negative Ethics of Mourning --- p.134 / Summary --- p.142 / Notes --- p.144 / Chapter Three --- The Narcissistic Body: Mnemonic Aura and Fragments of Modernity in Dai Wangshu --- p.148 / Chapter I. --- Modernity of Trivia and Fragments --- p.154 / Chapter II. --- The Memory Narrative: A New Syntax of Self-Reconstruction --- p.165 / Chapter III. --- The Tropics of Body Memory --- p.182 / Chapter IV. --- The Floral and the Feminine: Gift of the Senses --- p.191 / Chapter V. --- The Narcissistic Body: Toward an analytics of the Self --- p.221 / Summary --- p.231 / Notes --- p.233 / "Conclusion Modernity, Self-fashioning and the Will to Maturity" --- p.240 / Bibliography --- p.258 / Appendix --- p.273

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-07-18T12:06:00Z No. of bitstreams: 1 Maristela Pires da Cruz Smith.pdf: 3867891 bytes, checksum: 39a06e9c42e0bd5115746d7cac03b09e (MD5) / Made available in DSpace on 2017-07-18T12:06:00Z (GMT). No. of bitstreams: 1 Maristela Pires da Cruz Smith.pdf: 3867891 bytes, checksum: 39a06e9c42e0bd5115746d7cac03b09e (MD5) Previous issue date: 2017-06-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The holistic view of man – man as a social being – suggests that rehabilitative actions, applied to patients with physical disablement – such as limbs amputation – evidence efficacy, resulting in improvement and faster readaptation of the person to new ways of “being part of the world”, even when experiencing the social stigma of being a “different person”. This study explored the epistemological presuppositions of the Critical Social Psychology, which were demonstrated through Music therapy techniques. It was expected that the practice of Music therapy sessions could facilitate the expression of the subject’s internal music, whose content was recorded by means of words, subsequently transformed into singing words and then into music composition. It embraced the joint participation of the persons involved in the clinical work, that is between the researcher (author of this project) and each patient, viewed individually, since it involved a participatory action research. The speech analysis of the narratives of the life stories was based on the categories that substantiated Critical Social Psychology in the study of man: activity, consciousness and affectivity – the category “identity” spans those cited – and interpreted using Music therapy techniques. The recordings entered were based on patients’ sonorous-musical behavior observations, applying the “Recording Model of Sonorous-Rhythmic-Musical, Body-Vocal and Behavioral Reactions” (Smith, 2002), not only for the objective registration, but also for the subjective musical interpretations, with “the identity as metamorphosis” being the main theoretical reference (Ciampa, 1977). The research is qualitative. The subjects were submitted to individual clinical processes in Music therapy, which sought to lead them to attribute new meaning to their worldview through the acquisition of new current characters, added to the past and with future and emancipatory life projects. “Giving meaning to the future and, retrospectively, to the past, translates into re-interpreting them”. In this way, the present could acquire meaning and have new possibilities (Ciampa, 1998, p.105). In this investigation, themes that involved “exclusion”, “inclusion” and “reinclusion” were also tackled, due to the fact that they are deemed to be issued of identity policies / A visão de totalidade do homem - homem como ser social - sugere que as ações reabilitadoras, aplicadas a pacientes acometidos por síndromes que os incapacitam fisicamente - como amputações de membros do corpo - mostram-se eficazes resultando numa melhora, e mais rápida readaptação do sujeito, a novas formas de ‘estar no mundo’, mesmo vivenciando um estigma social de “pessoa diferente”. No estudo em questão trabalhou-se com os pressupostos epistemológicos da Psicologia Social Crítica, que foram demonstrados por meio de técnicas da Musicoterapia, pois se esperava que a prática de sessões de musicoterapia poderia facilitar a expressão da música interna dos sujeitos, conteúdo este narrado por meio de palavras, que foram transformadas em palavras cantadas e, posteriormente, em canções compostas. A participação dos envolvidos no trabalho clínico foi conjunta, isto é, entre a pesquisadora, autora deste projeto, e cada paciente participante, atendido individualmente, já que se tratou de uma pesquisa-ação-participativa. As análises de discurso das narrativas de histórias de vida, foram feitas com base nas categorias que fundamentam a Psicologia Social Crítica no estudo do homem: atividade, consciência e afetividade - sendo que a categoria “identidade” comporta as três citadas - e interpretadas com uso de técnicas da Musicoterapia. Os registros foram feitos a partir de observações do comportamento sonoro-musical dos pacientes, aplicando-se o “Modelo de Registro de Reações Sonoro-Rítmico-Musicais, Corpóreo-Vocais e Comportamentais” (Smith, 2002), tanto para o registro objetivo, quanto para as interpretações musicais subjetivas, tendo como referência teórica principal a ‘identidade como metamorfose’ (Ciampa, 1977). A pesquisa tem caráter qualitativo. Os sujeitos foram submetidos a processos clínicos individuais em musicoterapia, com a finalidade de levá-los a ressignificarem suas visões de mundo, a partir da aquisição de novas personagens do presente, somadas ao passado e com projetos de vida futuros e emancipatórios. “Dar sentido [ao] futuro e, retrospectivamente, ao passado, significa reinterpretá-los”. Com isso, seu presente também pôde adquirir sentido e ter novas possibilidades (Ciampa, 1998, p.105). Nesta investigação também foram discorridos temas que envolvem “exclusão”, “inclusão” e “reinclusão”, por se entender que estas são questões de políticas da identidade

Probation officers report that motivational processes, such as future-orientation and self-concept, are key factors in program participation and success. This dissertation consists of three studies that explored the role of possible selves, a specific form of future-oriented self-concepts, in promoting successful outcomes for youth who are court-ordered to probation. Using survey and administrative data from the Social Processes in Probation Study (SPPS), the first study explored a hypothesized model of how possible selves characteristics affect adolescent probation outcomes (e.g., probation compliance, recidivism, school engagement). This study found that adolescent possible selves were significantly related to probation outcomes, although not always in the manner expected nor as reported for other adolescent populations. Higher counts of possible selves and their characteristics were consistently associated with poorer outcomes for youth on probation. However, further analyses uncovered a complex network of interactions between the characteristics of possible selves, wherein certain combinations of these characteristics transmitted a mixture of beneficial and risky effects for certain outcomes and under certain conditions. Building upon the knowledge gained in the first study, the second study examined the relationship between possible selves and probation outcomes within the context of parental support and probation tactics. Three potential pathways were tested: (A) direct effects, independent of external factors; (B) meditated effects on the relationship of external factors on outcomes; and (C) moderated effects on the relationship of external factors on outcomes. Findings of this study did not support either a mediated or moderated pathway for any of the probation outcomes. However, the data suggest an interaction trend between probation tactics and possible selves for the outcome of rearrests, suggesting that supportive probation tactics may be of importance to lowering risk of rearrest for youth with limited possible selves. For the outcomes of rearrest and of school problems, possible selves had a significant direct effect, even after controlling for perceived parental support and probation tactics. The final study used a grounded theory approach to examine the process through which possible selves translated into behavioral action for adolescents on probation. The data suggest a process involving four phases of action: initial goal development, creation of identity-driven goals, planned action, and sustained progress. During Phase 1, initial goal development occurs as future-oriented thinking emerges following social interactions about the future. During Phase 2, goals integrate with identities to create motivational synergy, helping youth move toward taking action. During Phase 3, goals translate into planned actions through a specific skill set that involves understanding the pathway and steps needed to achieve the goal. During Phase 4, youth engage in sustained pursuit of progress by accessing resources for support, including help to negotiate short-term versus long-term desires, encouragement that bolstered efficacy beliefs, and accountability that communicated that the youth and their goal mattered. Throughout the process, the presence of role models with whom youth identify were important to the development of goals, plans, and perseverance. Implications for practice and policy with this population are discussed.

This dissertation examines the lives of four adolescent Black American boys as they relate to education, media, race, and the law. As a case study using elements of narrative research analysis and portraiture, this research offers an in-depth understanding of the individual journeys of these young men as a way to provide an understanding of their adolescent male urban experience. Thus, in this dissertation, I explore the intersections between media-constructed narratives and my participants’ educational experiences, as I pursue a better understanding of how the participants view themselves within the construction of their own identities. Through conversations, this dissertation offers a platform to empower my participants’ voices and allow them to tell their stories by answering open-ended questions. For this study, I met with each participant on a biweekly basis to have conversations that lasted between 10 and 30 minutes in a New York City coffee shop in Harlem over a winter period of 3 months. This research showed that through intentional and thoughtful conversations, Black American adolescent boys who live in urban settings conveyed exactly what they need not only to survive, but also to thrive in a country that systemically puts them at a disadvantage. Finally, this study was framed by W. E. B. Du Bois’s research on how Black Americans perceive themselves in the United States; this study utilized his double consciousness theory as its theoretical framework.

There is a growing group of adolescents and young adults in the United States who identify as multiracial. An emerging literature has begun to research multiracial identification and health and behavioral outcomes for multiracial populations in comparison to their single-race counterparts. Understanding the intersectional influences on this identification process is critical to updating the literature on racial and ethnic identity and health with more accurate identifications and categories. This dissertation consists of three chapters, each of which investigates the topic of multiracial identification more closely. The first chapter reviews and synthesizes the research examining influences on multiracial identification and health outcomes and creates an empirically testable conceptual framework that guides the work of this dissertation. The second chapter uses a nationally representative sample to explore parent and child racial and ethnic identification as well as psychosocial outcomes and peer treatment among multiracial adolescents. Finally, the third chapter applies learnings from the first two chapters and uses a nationally representative public health dataset to update the empirical data on risk engagement for multiracial and single-race adolescents and young adults. Findings from these papers demonstrate that when compared to single-race peers, multiracial adolescents and young adults are not at increased risk for depressive symptoms, being involved with risky peer groups, or engaging in risk behaviors such as tobacco use, or alcohol use. This dissertation emphasizes the importance of integrating public health research with historical and demographic context. It also argues for approaching data analysis with theory and conceptual reasoning so as to most accurately update public health research using categories that more closely correlate with how individuals self-identify.

Superstitious behavior is still a common occurrence in modern society, seemingly impervious to intellectual progress that humans have made throughout history. While the desire to maintain a sense of control over one's environment has been investigated as one of the key motivations behind superstitious behavior, it has yet to be examined within the context of the self-concept. Threats to one's sense of control can also be construed as general threats to one's global sense of self-worth. Consequently, while superstitious behavior may be triggered by control threats, it may also occur as a result of any general threat to self-integrity. Moreover, if superstitious behavior is motivated by the desire to maintain overall self-integrity, then depriving individuals of a chance to engage in superstitious behavior should elicit subsequent attempts to repair self-integrity via alternative means. Three studies were conducted in order to establish this link between self functioning and superstitious behavior. Studies 1a and 1b did not find any evidence that manipulating the self-concept prior to an event designed to evoke superstition would increase the desire to engage in superstitious behavior. Threatening (or boosting) one's self-esteem prior to a game of chance did not affect participant's desire to use a superstitious strategy (aura color). Study 2 provided evidence that superstitious behavior is motivated by a desire to maintain self-integrity by showing that individuals deprived of their aura color prior to a game of chance were more likely to engage in self-affirmation subsequently. It also showed that the impact of depriving individuals of a superstitious strategy is independent of belief in such strategy. / Study 2, however, did not find evidence that chronic self-esteem, self-esteem stability, or an individual's desire for control moderated this effect. Possible reasons for this lack of support for our hypotheses are discussed. / by Ryan M. Moyer. / Thesis (Ph.D.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

提升學前教育的機會與品質成為世界趨勢，近年來中國大陸政府在普及學前教育進程中逐漸關注並出臺政策以保障和監控教育品質，這對幼兒園教師提出高績效表現的素質要求。然而，實踐一線的教師們面臨著國家和市場的雙重期待，究竟如何看待自己？又如何為職業賦予了什麼樣的意義？ 本研究借助詮釋性互動和符號互動論為理論視角，採用質化研究的取向，以北京為實地研究範圍，選取33名幼兒園教師和3名管理者，就其對身為教師的理解與詮釋展開深入訪談，輔之以文檔收集和實地觀察，探討幼兒園教師為職業賦予意義的過程。本研究主要有以下發現： / 首先，影響幼兒園教師身份的三種結構性力量分別是國家權力、市場話語和性別文化。這三種力量共同交織，巧妙地將幼兒園教師群體置於弱者之境，導致幼兒園教師身份空間被擠壓、身份異化和性別化。其次，符號互動論視角下，幼兒園教師身份構建就是幼兒園教師與他人進行外部互動和與自我進行內部互動的過程。不同工作情境下的幼兒園教師身份構建呈現三種不同的路徑：外部主導型、內部主導型以及內外兼顧型，從而構建出不同類型的幼兒園教師身份：保姆與廉價勞動力、有特色的專業工作者、我不是保姆而是___老師。最後，情緒在幼兒園教師身份構建中的作用表現在：情緒是身份的晴雨表、身份呈現的工具、身份承諾的動力及促進身份轉化的誘因。幼兒園教師在身份構建過程中情緒產生並嵌入其互動的工作情境中，與不同對象互動中呈現出不同的情緒地理。幼兒園教師情緒規則包括善於控制情緒，積極運用情緒，堅持微笑服務；其情緒勞動時間長、多樣性、強度大。他們並運用偽裝、抑制、自我勸服和釋放等情緒勞動策略。 / 本研究對幼兒園教師身份構建的探討豐富了教師身份研究；並回應了關於教師身份構建的宏觀結構因素、身份構建機制以及身份構建中的情緒等學術討論；同時，提出幼兒園教師專業性中的情緒情感維度，即情緒性的專業性。最後，就政府幼教政策推行以及政府制定市場規則方面提出政策建議，並探討了對幼兒園管理實踐的啟示。 / Improving the quality of preschool education has become a global trend. In recent years, the Chinese government has increasingly focused on universalizing preschool education in the country, launching policies to guarantee high-quality education. Rigorous requirements have also been implemented to maintain the caliber of preschool teachers. In this context, how do front-line teachers in Mainland China understand their teacher identities amid the objectives set by the state and the market for them? How do they make sense of their careers? Informed by the interpretive and symbolic interactionism perspectives, this multiple-case qualitative study examines how preschool teachers in Mainland China construct their professional identities and how they understand and interpret the roles of preschool teachers. Sources of data include in-depth interviews with 33 preschool teachers and 3 preschool leaders in Beijing, documents like teaching materials and school policies, as well as field observations. / The analysis of the multiple sources of data indicates that: (1) The professional identities of preschool teachers were primarily influenced by state power, market discourse, and gender culture. These influential forces acted mutually on one another and put preschool teachers into a weak position, thereby limiting, alienating, and sexualizing their identity. (2) From the perspective of symbolic interactionism, preschool teachers constructed their identity through external and internal interactions. Preschool teacher participants in the study are classified as external-interaction-dominant, internal-interaction-dominant, and both external- and internal-interaction, which constructed preschool teachers with different identities, such as baby-sitters, cheap laborers, professionals and teachers. (3) When constructing their identity, preschool teachers use their emotions as a barometer of their identity, a means to manifest their identity, a driving force for profession commitment, and a motivation to transform their identity.Preschool teachers demonstrate feelings and emotions during their identity construction and display emotional geographies when interacting with different objects in their working contexts. Their emotional labor is characterized by long duration, diversity, and stress. Their emotional rules include their capabilities to control their emotions, actively use their emotions, and deliver their service with a smile. Preschool teachers also employ a variety of emotional labor strategies such as emotional masking, emotional suppression, self-persuasion, and emotional release. This dissertation enriches the literature on teacher identity by illuminating the processes through which preschool teachers construct their own identities. The findings also respond to the academic discussion about the macro influential structural factors upon which teachers construct their identity, the identity construction mechanism, and the emotions they display during identity construction. This dissertation also proposes that emotion is a dimension of preschool teachers’ professionalism. From these insights, the government can revise preschool education policies, and regulate the rules of the market. And suggestions concerning improvements of management and practices at preschools are made as well. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 張麗敏. / Parallel title from added title page. / Thesis (Ph.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 231-250). / Abstracts also in Chinese. / Zhang Limin.