Annotative Bibliography of Eight of Dostoevsky\u27s Works

Eight of Dostoevsky\u27s works are summarized and reviewed

Fifteen English Novels: An Annotated Bibliography

Although novels hold a secure, unquestioned place in twentieth century culture, they have not always claimed such a position. The novel, as everything else, had to have its beginning sometime, and, for this genre, that \u27sometime\u27 was the eighteenth century. Called for by a greater literacy rate and the increasing leisure time of a society which fostered few forms of public entertainment, the novel began as an experiment. It was conceived in the minds of imaginative artists, was tested on paper, then evaluated and revised. Variables were constantly being brought into play, modified, or enlarge, while \u27tried and true\u27 became a watchword for early novelists. Elaboration, (often exhaustive) of details, broad satire of the times, and very true or very wicket religious men characterized the early novels. Other elements commonly encountered in the fledgling state of this genre were: wonderfully happy endings, unrealistically pat and neat; the contrast of a sober life with the life of frivolity and affectation often indulged in by the youth; \u27women of the world\u27, men-chasers, who often rule their men; preoccupation of the older generation with property, social position and education, mundane matters that don\u27t seriously bother the young; the severe contrast of the nobility and extreme poverty, of the unloved orphans with the secure upper-crust kids, and of a quiet provincial life with the wickedness of the city. About a century after these first novels were molded, George Eliot shared top honors with Dickens as the novelists of the day. Much progress can be seen in the form of the work, as Eliot lends her imaginative insight and background experience to studies of individuals\u27 relationships to other individuals, family and provincial society. Two of her works are briefly reviewed in this paper. Four early-twentieth century novels are finally included. These works, John Galsworthy\u27s art, show a drastic improvement in ease of style and sophistication of form. All the novels included in this summarization deal with life in the English provinces, even though the pictures that they present are quite varied, due to the span of three centuries. These two common denominators, nationality and provinciality, were the factors used to determine what works would be included in this paper, and provide a thematic ground for comparison, in addition to an actual study of the development of this genre, the novel. [Included in this annotated bibliography are Moll Flanders by Daniel Defoe; Amelia, Joseph Andrews, and Tom Jones by Henry Fielding; Humphrey Clinker, Peregrine Pickle, and Roderick Random by Tobias Smollett; Sentimental Journey and Tristam Shandy by Laurence Sterne; Adam Bede and Middlemarch by George Eliot; Forsyte Saga and A Modern Comedy by John Galsworthy.

The good, the bad and the unintended: the role of negative self-conscious emotions in marketing

Negative self-conscious (SC) emotions are important to examine in the field of consumer behavior. These emotions have been identified as drivers of social behavior; each day consumers make decisions and form attitudes and thoughts based on the negative self-conscious emotions they experience. Thus, these emotions are a common occurrence in the marketplace, making them particularly relevant to examine in the consumption experience. The purpose of this dissertation is to build a framework to identify how each one of these emotions function in the consumption experience. Specifically, five objectives are addressed: 1) Introduce and identify why negative SC emotions are important in the consumption experience; 2) Differentiate guilt, embarrassment, and shame in the consumption experience; 3) Identify unique antecedents for each emotion; 4) Identify coping strategies for each emotion; and 5) Identify a set of implications for marketing managers, consumer behavior researchers, and consumer welfare advocates. Essay 1 examined all three negative SC emotions (guilt, embarrassment and shame) in consumption experiences. The objectives discussed above were achieved using qualitative data from ten in-depth interviews. Results indicated that each negative SC emotion is present in the consumption experience. In addition, antecedents and coping mechanisms were identified for each emotion. These unique antecedents and consequences allowed the researcher to distinguish the three emotions from each other, as well as identify implications relevant to marketing managers, consumer behavior researchers and consumer welfare advocates. Essay 2 and Essay 3 examined the specific role of consumer guilt in the relationship marketing paradigm. Specifically, Essay 2 considered the antecedents of consumer guilt. This was achieved by data collected from an exploratory study. The results were used to build a conceptual framework, which was then examined empirically using structural equation modeling. Findings revealed that consumer guilt arises from consumer norm violations. Essay 3 sought to indentify the consequences of consumer guilt. This was achieved through analyzing a conceptual model using structural equation modeling. Findings reveal consumer guilt impacts of the outcome variables of affective and normative commitment, word-of-mouth and patronage intentions. Theoretical and managerial implications are offered

Parents’ Perceptions of Low Involvement in an Urban Secondary School

Parent involvement is an important contributor to students’ academic and social success in school; however, parent involvement at an urban secondary school has lagged, specifically in activities that have been shown to have a positive influence on student achievement. The research problem focused on parents’ perceptions of their participation, reasons for and against engaging in school activities, and what the school under study could do to support their involvement. The purpose of this study was to explore parents’ perceptions about their involvement in school activities as a means of identifying strategies to increase their engagement. A conceptual framework based on Epstein et al.’s typology guided this study. A basic qualitative design was used to capture the insights of 10 parent participants through individual interviews. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking, an audit trail, reflexivity, and rich descriptions. The findings revealed three themes: parents’ understanding of parental involvement, constraints to parental involvement, and methods and strategies for parental involvement. Parents perceived that teachers and administrators should welcome their involvement, create events that recognize parent challenges, and engage parent support. A professional development project was created to provide teachers and school staff such as administrators and office personnel with strategies to develop effective parent-school teams. This study has implications for positive social change by providing a structure to increase parent involvement in school-based activities. This, in turn, could positively influence students’ academic journey and achievement

Lindsey Cheryl Lefler and Joshua Ray Pounders in a Joint Voice Recital

This is the program for the joint senior recital of soprano Lindsey Cheryl Lefler and tenor Joshua Ray Pounders. Ms. Lefler was accompanied by Phyllis Walker on the piano, and Mr. Pounders was accompanied by Camille Brown on the piano. This recital took place on February 8, 2002, in the McBeth Recital Hall in the Mabee Fine Arts Center

Parents’ Perceptions of Low Involvement in an Urban Secondary School

Parent involvement is an important contributor to students’ academic and social success in school; however, parent involvement at an urban secondary school has lagged, specifically in activities that have been shown to have a positive influence on student achievement. The research problem focused on parents’ perceptions of their participation, reasons for and against engaging in school activities, and what the school under study could do to support their involvement. The purpose of this study was to explore parents’ perceptions about their involvement in school activities as a means of identifying strategies to increase their engagement. A conceptual framework based on Epstein et al.’s typology guided this study. A basic qualitative design was used to capture the insights of 10 parent participants through individual interviews. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking, an audit trail, reflexivity, and rich descriptions. The findings revealed three themes: parents’ understanding of parental involvement, constraints to parental involvement, and methods and strategies for parental involvement. Parents perceived that teachers and administrators should welcome their involvement, create events that recognize parent challenges, and engage parent support. A professional development project was created to provide teachers and school staff such as administrators and office personnel with strategies to develop effective parent-school teams. This study has implications for positive social change by providing a structure to increase parent involvement in school-based activities. This, in turn, could positively influence students’ academic journey and achievement

The Past and Future of Gender Research in Marketing:Paradigms, Stances, and Value-Based Commitments

This systematic literature review enhances paradigmatic/metaphysic analyses by examining how value-based commitments, intellectual personae, and stances impact the diversity, relevance, and consideration of ethics in gender research published by the top-tier marketing journals in the past 30 years. Theoretical contributions (1) explain how commitments to research values and practices constitute personae and particular stances toward research, (2) attribute value commitments to quantitative/positivist as well as qualitative/neohumanist research, and (3) implicate stances that favor particular theories and procedures and in turn enable the hierarchical development of gender research and its marginalization in the field. Recommendations elaborate the analytic, reflexive, and administrative training and research activities that will foster and reward more relevant, accurate, and ethical research on gender in the marketing academy and in industry. This work is of interest to persons dealing with gender identities, communities, and social issues, those working for greater gender representation and participation in firms and civic organizations, and those concerned with leveraging better marketing research for a better world.</p

Classroom place: New Materialism as a way to view, discuss, and use the composition classroom

Composition studies texts discuss the classroom as a physical and metaphorical space and place. However, they lack consistent language which creates incoherent communication and implementation of the affects classrooms, as a place, have. Similarly, composition teaching texts have a disconnect from composition studies texts in that the teaching texts discuss, in less detail, the classroom as a place. In this project, I argue New Materialism provides a critical lens to view, discuss, and utilize the classroom as a place. Students and teachers create a sense of place in a classroom; and, this sense of place results in the classroom affecting the people within it. Therefore, creating a common way to view, discuss, and communicate the classroom as a place is beneficial to both composition theory and practice. In this project, I first explain what New Materialism is and how I use it as a critical lens for analysis. Then, I examine composition studies texts to find patterns and commonalities for how the classroom as a space and place are discussed. After examining composition studies texts, I transition to an examination of composition teaching texts. Here is where I noticed a distinct gap between the studies and teaching texts. While the composition studies texts inconsistently discuss the classroom as place, that concept is not communicated to new composition instructors through teaching texts. I argue, first, that New Materialism is a beneficial critical lens through which to view a classroom. Second, I argue that while composition studies texts discuss the classroom environment, the texts lack consistency and coherence. Third, I argue that composition teaching texts have a gap in their instruction; specifically, they do not, in enough depth or coherence, discuss the classroom as a place. Lastly, I argue that concepts, space and place, from geography and echoed in New Materialism, provide a common language with which to view, discuss, and communicate how the classroom functions as a place