Thesis (M.A.)--University of California, San Diego, 2009. / Title from first page of PDF file (viewed June 16, 2009). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 95-98).

Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 180-194).

Thesis (Ph. D.)--University of California, San Diego, 2000. / Vita. Includes bibliographical references (leaves 305-330).

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (Ph.D.)--Baylor University, 2009. / Includes bibliographical references (p. 70-74).

Este trabalho tem por objetivo analisar os filmes Pueblerina, Flor Silvestre e Enamorada do diretor Emílio Fernández, consagrado cineasta mexicano. Estes são considerados os mais importantes filmes desse diretor, todos realizados na década de 1940, ele um dos mais expressivos realizadores da história do cinema mexicano. As questões político-sociais, a violência são exploradas indiretamente nesses trabalhos e evidenciar este fato nosso principal ponto de conflito com a critica de cinema tradicional que sempre caracterizou estes filmes como isentos deste tipo de conteúdo nossa intenção é recolocar os filmes no lugar de obras feitas de maneira coletiva e com fim coletivo/ social, portanto, é pertinente que a sua maneira o diretor e sua equipe tenham explorado tais problemas. / This work intends to study three movies by a Mexican director Emilio Fernández who was very famous in the forties in Mexico and Latin America with his melodramas. He is considerate one of the most expressive director in Mexico cinema history for the critics. Eanamorada, Flor Silvestre and Puebelrina are his most important movies; it is why we choose them to study. Through these movies, we will analyze politic and social problems in Mexico that the director and his staff deal with the movies. This is the most important difference between our analysis and the critics analyses.

The problem with which this investigation was concerned was that of determining the relationship between the variables of acculturation, imagery, self-concept, anxiety, stress, and seriousness of disease in Mexican-Americans. The purposes of this study were 1) to determine the statistical predictive efficiency of stress and its relation to disease, 2) to determine if a combination of anxiety, acculturation, self-concept, imagery, along with stress, would increase the statistical predictive efficiency concerning seriousness of disease, and 3) to provide information that may help to develope a theoretical base concerning the above variables and disease in Mexican-Americans.

No description available.

The current study examined the effects of acculturative processes on the self-report of behavioral problems in Hispanic children ages 11-14. Acculturation was measured by the Acculturation Rating Scale for Mexican Americans-II (ARSMA-II) (ã Sage Publications, Thousand Oaks, CA, www.sagepub.com) (Cuellar, Arnold, and Maldonado, 1995) and the self-report of behavioral symptoms was assessed using the Youth Self-Report (ã T.M. Achenbach, Burlington, VT, www.aseba.com) (Achenbach, 1991). It was hypothesized that while both the linear and orthogonal categories of acculturation would account for a significant proportion of the variance in behavior problems in this age group, the orthogonal model would account for a larger proportion of variance due to its multidimensional nature. As well, it was hypothesized that the experimental Marginalization scales of the ARSMA-II would be predictive of behavioral problems. Multivariate analysis of variance was used to test these hypotheses and results were non-significant for the linear, orthogonal, and marginalization categories. The effects of the ethnic/cultural homogeneity of the region from which the sample was drawn, the buffering of social support, and the developmental aspects of ethnic identity are discussed as factors which may have influenced the potential impact of acculturative stress on psychological and behavioral functioning.

This historical study examines the career of George I. Sanchez, New Mexican educator, who led many political and educational battles in New Mexico and Texas to improve educational opportunities for Spanish-speaking children. Archival materials from the State Records' Center of New Mexico, the papers of Senator Bronson M. Cutting, the Rockefeller Foundation Archives, the papers of President Lyndon Baines Johnson, Sanchez's private papers, unpublished materials at the University of Texas in Austin, oral history, and published materials were used in this study. The author used oral history and archival materials to gather much of the information for this work. The author extends special thanks and appreciation to Mrs. George I. Sanchez for making Sanchez's private papers available for study. The author also wishes to thank Dr. Hector Garcia, Senator Ralph Yarborough, Judge Carlos Cadena, Tom Sutherland, Arthur Campa, J. W. Edgar, Ed Idar, Jr., John Silber, and Connie Sprague, Sanchez's daughter, for their help.