Foreground Nostalgia and Psychological Spaces in Wharton's the House of Mirth

Total Page:16

File Type:pdf, Size:1020Kb

Foreground Nostalgia and Psychological Spaces in Wharton's the House of Mirth City University of New York (CUNY) CUNY Academic Works Publications and Research New York City College of Technology 2010 Going No Place?: Foreground Nostalgia and Psychological Spaces in Wharton's The House of Mirth Sean Scanlan CUNY New York City College of Technology How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/ny_pubs/112 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] New Psychologies and Modern. ~sessments http://www.style.niu.edu/ \I II Style invites submissions that address questions of style, stylistics, and poetics-as before. sty(e These submissions may include research and theory in discourse analysis, literary and Volume 44, Spring/Summer 201 C nonliterary genres, narrative, figuration, metrics, and rhetorical analysis. In addition, Style also Numbers 1 & 2 now welcomes contributions employing the new psychologies: cognition, bio-evolutionary psychology, family systems, and human development. Furthermore, the editors will be pleased . to consider submissions on pedagogy generally as such relate to the teaching of literature Editor: John V. Knapp and the hu'manities. Contributions may draw from such fields as literary criticism, critical Managing Editor: Linda M. Watson theory, linguistics, philosophy of language, rhetoric, narrative, and composition studies as well as the varieties of psychologies and pedagogies. Book Review Editor: William Baker Style also publishes reviews, review-essays, surveys, interviews, translations, and reports on conferences. Major articles typically range from 5,000 to 9,000 words (inclusive of endnotes and works cited); reviews are typically 1,500 to 2,000 words (again, inclusive of endnotes and works cited). Authors-1ubmitting to Style should send a 100-word abstract and three copies of the Editorial Board Editorial Staff manuscript, following MLA guidelines for style and documentation. Author's name should only appear on the title page of article. Submissions must not be under consider­ Prof. Phil Eubanks, Secretary: Jan VanderMeer ation for any other publications. After acceptance, be prepared to send an electronic copy Northern Illinois University & in Word or RTF format. Authors must secure permissions for copyrighted illustrations. Web Page Designer Editor: Articles cannot" be previously published nor can they be posted online for at least twelve Prof. John D. Schaeffer, Linda M. Watson Northern Illinois University months after publication. Please include all that are available: mail, FAX, and e-mail Cover Design: NIU Publications addresses. Style usually reports on sub.missions within ninety days. Graduate Assistant Copyeditor: Style is published four times a year by Northern Illinois University. Subscription rates are $60 for institutions, $40 for individuals, and $23 for students. Foreign subscribers should Ellen Stuart add $8 for postage and handling. Requests for information and for subscriptions and back Anthony DiSanto stock should be addressed to the managing editor. Manuscripts and correspondence should be addressed to the editor, Style, Department of English, Northern Illinois University, DeKalb, Illinois 60115-2863 (telephone: 815-753- 6618; FAX: 815-753-0606; e-mail: [email protected]). Inquiriesaboutbookreviews and books for review should be sent to the editor. Style is indexed in the following reference works: Advisory Board Joseph Carroll, University of Missouri, St. Louis Felix Martinez-Bonati, Columbia University Abstracts of English Studies International Bibliography of Book Seymour Chatman, U of California, Berkeley William Nelles, University of Massachusetts Annual Bibliography of English Review Dorrit Cohn, Harvard University Thomas G. Pavel, University of Chicago Language and Literature (MHRA) International Bibliography of Periodical Lucien Diillenbach, University of Geneva Gerald Prince, University ofPennsylania Lubomir Dolezel, University ofToronto John Paul Riquelme, Boston University Arts and Humanities Citation Index Literature (IBZ) Monika FhJ.,demik, University ofFreiburg Donald Ross, Jr., University of Minnesota Canadian Review of Comparative Linguistics and Language Behavior Gerard Genette, Ecole des Hautes Etudes . Marie-Laure Ryan, Independent Scholar Literature Abstracts (LLBA) Philippe Hamon, U de Ia Sorbonne Nouvelle Mick Short, Lancaster University Humanities Index MLA International Bibliography Paul Hemadi, U ofCalifomia, Santa Barbara Meir Sternberg, Tel-Aviv University Ann Jefferson, Oxford University Robyn R. Warhol, University ofVermont Style is a member of CELl, Council of Editors of Learned Journals. David B. Kesterson, University of North Texas Rainer Warning, University of Munich Geoffrey Leech, Lancaster University Virginia Wright Wexman, U ofiiiinois, Chicago Uri Margolin, University of Alberta Copyright © 2010 by Style All rights reserved Published by Northern Illinois University ISSN 0039-4238 Former Editors: James R. Bennett, Harold F. Mosher Jr., James M. Mellard, Donald E. Hardy, n~~dti linrn1o:ln r'rt::toin "hhnH- Volume 44, Numbers 1 &2 sty{e New Psychologies and Spring/Summer 2010 Modern Assessments Co-Edited by John V Knapp and Kenneth Womack JOHN v. KNAPP Introduction I 1 Part One: Family Systems as Literary Theory BRIAN EDWARDS The Inhibited Temperament in Sons and Lovers I 62 c. M. GILL Martyring Veda: Mildred Pierce and Family Systems Theory I 81 BETH McFARLAND­ The Hobson Family System in Richard Powers's WILSON Prisoner's Dilemma I 99 BENJAMIN OPIPARI Shhhhhhame: Silencing the Family Secret in Sam Shepard's Buried Child I 123 PIOTR SADOWSKI Androgyny and (near) Perfect Marriage: A Systems View of the Genders of Leopold and Molly Bloom I 139 Part Two: Empirical Analyses, Rio-Evolutionary Criticisms, and Cognitive Constructions JOSEPH CARROLL Quantifying Tonal Analysis in The Mayor of Caster­ JoHN A. JoHNSON bridge I 164 JONA THAN GoTTSCHALL DANIEL J. KRuGER, AND STELIOS GEORGIADES RICHARD J. GERRIG AND The Bushwhacked Piano and the Bushwhacked GrovANNA Eorm Reader: The Willing Construction of Disbelief I 189 1 SEAN ScANLAN Going No Place?: Foregrounding Nostalgia and Psychological Spaces in Wharton's The House ofMirth I 207 JOSEPH CARROLL Intentional Meaning in Hamlet: An Evolutio~~ry Persp~ctive I 230 KENNETH WOMACK ''Nothing's going to change my world": Narrating Memory and Selfhood with the Beatles I 261 NOTES ON CONTRIBUTORS I 282 ABSTRACTS I 286 BOOKS RECEIVED I 289 an, Steven A. "The Empirical Case for Two Systems of Reasoning." >sychological Bulletin 119 (1996): 3-22. Print. Sean Scanlan University of Iowa "Two Systems of Reasoning." Heuristics and biases. Eds. Thomas Gilovich, )ale Griffin, and Daniel Kahneman. New York: Cambridge UP, 2002, 379- '6. Print. Going No Place?: Foreground Nostalgia and ~vich, Keith E., and Richard F. West. "Individual Differences in Reasoning: Psychological Spaces in Wharton's mplications fnr the Rationality Debate." Behavioral and Brain Science~ 23 The House ofMirth 2000): 645-65. Print. Soyoung, and Tom Trabasso. "Inferences During Reading: Converging Introduction: Siting Lily Bart's Family System ~vidence from Discourse Analysis, Talk-Aloud Protocols, and Recognition Edith Wharton is well known for her ability to illuminate class and gender 'riming." Journal of Memory and Language 32 (1993): 279-300. Print. consciousness in her penetrating accounts of New York City elite society in novels ein, Cass R. (2005). "Moral Heuristics." Behavioral and Brain Sciences 28 such as The Custom of the Country ( 1913), The Age of Innocence ( 1920), Old 2005): 531-42. Print. New York (1924}, The Mother's Recompense (1925), and Twilight Sleep (1927). But her most successful novel of the changing shape of urban desire and identity Lsso, Tom and Jennifer Wiley. "Goal Plans of Action and Inferences During focused through domestic tragedy is The House of Mirth (1905). It is, abo~e all, ~omprehension of Narratives." Discourse Processes, 39 (2005): 129-64. a family tragedy. 'rint. The heroine of Edith Wharton's The House of Mirth is Lily Bart, a young :ky, Amos, and Daniel Kahneman. "Extensional Versus Intuitive Reasoning: woman raised to embody the specific virtues of the wealthy and fashionable class ['he Conjunction Fallacy in Probability Judgment. Psychological Review 90 in tum-of-the-century New York City. 1 These virtues are beauty, pliability, and 1983): 293-315. Print". dissimulation. Lily's tragedy is that she begins to understand that these virtues are actually trade qualities in the marriage market for which she has been groomed. ~urn, Dexter. Thomas McGuane. Boston: Twayne Publishers, 1991. Print. But her realization comes too late for her to adapt to the changing ideals of family, environmental. and socioeconomic systems. Her final self-reflections set her marriage pro~lems in relief, against a backdrop of her two primary problems: her lack of a stable home and a supporting family. 2 What makes this novel so extraordinary is the complexity ofheremerging understanding that her idea, and her ideal, ofhorne and family disable her forward movement. Lily is in constant motion between various temporary homes, yet she never feels at home. Througllout the novel, her inability to adapt, to commit, or to change is structured by these three interlocking systems: family, environmental, and socioeconomic. Lily Bart's slide from riches to rags can be tracked through a close attention to the novel's vivid
Recommended publications
  • “Dialectical” Open-Mind Thinking
    Open Minded Thinking “Dialectical” Open-mind thinking. Dialectical means that 2 ideas can both be true at the same time. There is always more than one TRUE way to see a situation and more than one TRUE opinion, idea, thought, or dream. Two things that seem like (or are) opposites can both be true. All people have something unique, different, and worthy to teach us. A life worth living has both comfortable and uncomfortable aspects (happiness AND sadness; anger AND peace; hope AND discouragement; fear AND ease; etc). All points of view have both TRUE and FALSE within them. Examples: You are right AND the other person is right. You are doing the best that you can AND you need to try harder, do better, and be more motivated to change. You can take care of yourself AND you need help and support from others. Being dialectical means: Letting go of self-righteous indignation. Letting go of “black and white”, “all or nothing” ways of seeing a situation. Looking for what is “left out” of your understanding of a situation. Finding a way to validate the other person’s point of view. Expanding your way of seeing things. Getting “unstuck” from standoffs and conflicts. Being more flexible and approachable. Avoiding assumptions and blaming. 7 Guidelines for Dialectical Thinking Do: Move away from “either-or” thinking to “BOTH-AND” thinking. Avoid extreme words: always never, you make me. Example: Instead of saying: “Everyone always treats me unfairly,” say “Sometimes I am treated fairly AND at other times I am treated unfairly.” Practice looking at ALL sides of a situation/points of view.
    [Show full text]
  • Homesickness at Day and Resident Camps Part I: Helping with Homesickness
    Homesickness at Day and Resident Camps Part I: Helping with Homesickness Definition: Homesickness is distress or impairment caused by an actual or anticipated separation from home. Homesickness is characterized by acute longing and preoccupying thoughts of home and attachment objects (parents, pets, friends). Different people miss different things about home. Symptoms: Symptoms of homesickness include depression, anxiety, withdrawn behavior, somatic complaints (infrequently), and acting-out behaviors (rarely). Cabin leaders are pretty good at detecting moderate and severe cases of homesickness, but milder cases often go undetected. Prevalence: More than 95% of all campers report having some homesick feelings on at least one day of their camp stay. It’s normal! Some 20% report moderate or severe levels of homesickness. Only 7% have severe depressive and anxious symptoms along with their homesick feelings. Behaviors: Homesickness is most commonly associated with withdrawn behaviors, anxious and depressed behaviors, and somatic complaints. Surprisingly, the data suggest that homesick girls show more acting-out behaviors than homesick boys. Not all homesick children look homesick. Progression: Conventional wisdom held that homesickness usually went away after the first few days at camp. It's not that simple. As it turns out, the most homesick children begin their stay with a high level of homesickness, and, without any intervention, it can get worse and worse until just before they go home. (See graph below.) When campers know returning home is imminent, the severity of their homesickness decreases. Predictors: There are a variety of factors that predict 2-week Progression homesickness. These include Experience factors, Personality 8 factors, Family factors, and Attitude factors.
    [Show full text]
  • The Book of Psalms Session 6: Psalm 137 1) Theme: the Sufferings
    The Book of Psalms Session 6: Psalm 137 1) Theme: The sufferings and feelings of people who experienced the conquest and destruction of Jerusalem in 587 BC, who were deported to Babylon in captivity. It gives vent to intense feelings of homesickness, depression, desire for revenge, patriotism, and rage. a) Verse 1: Verb is in the Past Tense i) How far back we don’t know. ii) Could be after the return to Jerusalem. iii) Could be while they were there in Babylon b) His mind goes back to the agonizing hours when they sat sadly from his homeland i) Tearful eyes and homesick hearts ii) They began to sing their songs of lament and play their harps in accompaniment. iii) Not only homesick, but they felt separated from God and the Temple. iv) It is a theological challenge: Can God have any power in a foreign land? (1) Has God rejected us forever?, Do we have access to God?. Are we being punished? 2) Verses 2-3: a) They cannot mourn in private. b) They hang up their harps on willow trees c) They hear their tormentors walking towards them. d) To make the prisoners aware of their power i) They call upon them to sing happy songs, a song of Zion (Psalms 46, 48, 84, 122) to entertain Gentiles! 3) Verse 4 a) They indignantly refuse. i) Would it be an affront to God? ii) Or is it because God can’t hear them so far away? b) What is clear is that not all situations are appropriate for praising God.
    [Show full text]
  • A Study of Post-Traumatic Stress Disorder in Newspapers and Military Blogs a Thesis Presented to the Faculty
    Tell It if You Can: A Study of Post-Traumatic Stress Disorder in Newspapers and Military Blogs A thesis presented to The faculty of the Scripps College of Communication of Ohio University In partial fulfillment of the requirements for the degree Master of Science Lu Wu May 2013 © 2013 Lu Wu. All Rights Reserved. This thesis titled Tell It if You Can: A Study of Post-Traumatic Stress Disorder in Newspapers and Military Blogs by LU WU has been approved for the E. W. Scripps School of Journalism and the Scripps College of Communication by Ellen J. Gerl Associate Professor of Journalism Scott Titsworth Dean, Scripps College of Communication ii ABSTRACT WU, LU, M.S., May 2013, Journalism Tell It if You Can: A Study of Post-Traumatic Stress Disorder in Newspapers and Military Blogs Director of Thesis: Ellen J. Gerl This study investigates the differences in the delineation of post-traumatic stress disorder in newspapers and in military blogs. Through thematic analysis of selected newspaper articles and blog posts, the research examines the different categories and themes that exist in newspapers’ and weblogs’ coverage of PTSD among military members and veterans. Marked differences are found among newspaper and blogs. It further discusses the function of both media in the PTSD “imagined community.” The content of newspaper articles is focused on the overall picture of PTSD in the military society, but overlooks the individual struggles. In addition, newspaper coverage tends to frame PTSD negatively. The blog contents are more personalized and emotion-driven, providing details of daily life and experience, but could not compete with newspapers on quality journalism.
    [Show full text]
  • The House of Mirth"
    W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 1993 Truth and Exclusion: Verbal Dominance in "The House of Mirth" Teresa A. Genaro College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the American Literature Commons Recommended Citation Genaro, Teresa A., "Truth and Exclusion: Verbal Dominance in "The House of Mirth"" (1993). Dissertations, Theses, and Masters Projects. Paper 1539625826. https://dx.doi.org/doi:10.21220/s2-zqfb-z675 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. TRUTH AND EXCLUSION: VERBAL DOMINANCE IN THE HOUSE OF MIRTH A Thesis Presented to The Faculty of the Department of English The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree of Master of Arts by Teresa A. Genaro 1993 APPROVAL sllEET This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts uthor Approved, May 1993 Elsa Nettels Christopher MacGowan l ib r a r y Collage of William and Mary ACKNOWLEDGEMENTS The writer wishes to express her appreciation to Elsa Nettels, under whose guidance this paper was written, for her patience and criticism, and to Colleen Kennedy, whose criticism, comments, and support were invaluable throughout the writing of this paper. She also wishes to thank Tolly and Rosie Taylor, whose technical contributions, hospitality, and not-so-gentle prodding facilitated the writing of this paper.
    [Show full text]
  • Sex, Silence and Isolation: Wharton's Entrapped Women
    KADIR HAS UNIVERSITY SOCIAL SCIENCE INSTITUTE DEPARTMENT OF AMERICAN CULTURE AND LITERATURE SEX, SILENCE AND ISOLATION: WHARTON’S ENTRAPPED WOMEN DOCTORAL THESIS OLGAHAN BAKŞİ YALÇIN THESIS ADVISOR: DR. JEFFREY WINSLOW HOWLETT JANUARY, 2017 Bakşi Yalçın 2017 SEX, SILENCE AND ISOLATION: WHARTON’S ENTRAPPED WOMEN OLGAHAN BAKŞİ YALÇIN Submitted to the Graduate School of Social Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy in AMERICAN CULTURE AND LITERATURE KADIR HAS UNIVERSITY January, 2017 Bakşi Yalçın 2017 Acknowledgments Without the support and guidance of my advisor, Asst. Prof. Jeffrey Winslow Howlett, completion of this dissertation would not be possible. I will always be indebted for his keen insight into my project: he provided a critical eye and also a generous heart during the early stage of this work and challenged me to make this project worthwhile. He was always aware of my weaknesses and strengths and guided me in making this dissertation into the one that I wanted it to be. I also thank jury members: Prof. Günseli İşçi, Assoc. Prof. Mary Lou O’Neil, Asst. Prof. Başak Ergil and Asst. Prof. Şehnaz Şişmanoğlu. I am very grateful for the commentary and the warm heart of Prof. Clifford Endres and Prof. Louise Spence, retired professors of American Culture and Literature, Kadir Has University. I also thank Dr. Bülent Eken for introducing critical theories as well as literary studies to me. When I lost heart, my friends, Serdar Duman, Alan Davies, Başak Ergil, Deniz Fulya Yazan, Rob Lewis, Nil Senem Çınga Çarıkçı from English Support Unit at Kadir Has University provided me compassion and a cheerful spirit.
    [Show full text]
  • The Effect of Homesickness on Air Force Academy Cadets" (2010)
    Philadelphia College of Osteopathic Medicine DigitalCommons@PCOM PCOM Psychology Dissertations Student Dissertations, Theses and Papers 2010 The ffecE t of Homesickness on Air Force Academy Cadets Earl J. Banning Philadelphia College of Osteopathic Medicine, [email protected] Follow this and additional works at: http://digitalcommons.pcom.edu/psychology_dissertations Part of the Clinical Psychology Commons Recommended Citation Banning, Earl J., "The Effect of Homesickness on Air Force Academy Cadets" (2010). PCOM Psychology Dissertations. Paper 155. This Dissertation is brought to you for free and open access by the Student Dissertations, Theses and Papers at DigitalCommons@PCOM. It has been accepted for inclusion in PCOM Psychology Dissertations by an authorized administrator of DigitalCommons@PCOM. For more information, please contact [email protected]. Philadelphia College of Osteopathic Medicine Department of Psychology THE EFFECT OF HOMESICKNESS ON AIR FORCE ACADEMY CADETS By Earl J Banning Submitted in Partial Fulfillment of the Requirements of the Degree of Doctor of Psychology Month Year PHILADELPHIA COLLEGE OF OSTEOPATHIC MEDICINE DEPARTMENT OF PSYCHOLOGY Dissertation Approval This is to certifY that the thesis presented to us by 6(1/ 8Q nn i"(} on the ~I-~ day of At/5471 ,20/0, in partial fulfillment of the requirements for the degree of Doctor of Psychology, has been examined and is acceptable in both scholarship and literary quality. Committee Members' Signatures: Donald P. Masey, Psy.D., Chairperson Robert A. DiTomasso, Ph.D., ABPP Dr. Frederick W. Gibson Robert A. DiTomasso, Ph.D., ABPP, Chair, Department of Psychology EFFECT OF HOMESICKNESS 111 Acknowledgements I wish to acknowledge my gratitude to my wife Lindsey, who has been with me through this process.
    [Show full text]
  • Homesickness
    Coping with Homesickness Perspectives on Homesickness: From a college-bound Yurok student from Two Rivers: “To be away from my family is a big thing. I have tons of relatives, at least 80 first cousins alone, and I’m around them constantly. They live within 20 miles of me, and that’s going to be hard to get used to, not having my family around because they support me” (Fann, 2004). From a Lakota student in his second year of college: “I think if you didn’t have some type of support, you wouldn’t make it. Because, you know, we grew up in an extended family, we’re used to being, having lots of our people around us. Our aunts, you know, are all concerned about our welfare and there’s that constant support. You leave that and come to this totally new place” (Huffman, 2008). From a Huffington Post parenting blog: “Homesickness is really about the transition: between two worlds. [College students] are displaced for the moment. They are anxious not just about leaving the familiar, but facing the great unknown. If [a student] is unhappy, it's not that they are in the wrong place. Until they have located themselves in their new context, they're not going to feel totally at ease” (Chansky, 2014). DISCUSSION: What have your experiences been with being away from home? What is most difficult? What has been helpful in coping with missing and being away from home? Risks and Protective Factors (Thurber & Walton, 2012) RISKS PROTECTIVE FACTORS Little previous experience away from home Some experience away from home Low perceived control Feeling capable
    [Show full text]
  • Relationship Between Homesickness, Self-Efficacy, and Achievement Motivation Among Non-Nativesstudents of Urmia University of Medical Sciences
    Relationship between Homesickness, Self-Efficacy, and Achievement Motivation among Non-NativeSstudents of Urmia University of Medical Sciences Marzieh Arefi, Islamic Azad University, Iran Roya Ghodsi shekh Jan, University of Medical Sciences, Iran The IAFOR International Conference on Education - Dubai 2016 Official Conference Proceedings Abstract The transition to university often involves separation from home can lead to the challenge of adapting to a new academic environment. For most new students, adjusting to an unfamiliar academic setting can induce homesickness. The present study investigated the relationship between homesickness, achievement motivation, self-efficacy among non-native students of Urmia University of Medical Sciences in the academic year of 2013-2014. The sample comprised 150 females and 129 males first year university students which living in university dormitory. The instruments for data collection were academic motivation scale (Vallerand et al., 1992), self-efficacy scale (Owen & Froman, 1988), and homesickness questionnaire (Archer et al., 1998). The gathered data were analyzed through stepwise regression and Pearson correlation by SPSS software. Results indicated that self-efficacy and achievement motivation have a significant correlation and reverse relationship with homesickness, implying that increased self-efficacy and achievement motivation decreased the level of homesickness among students. Furthermore, regression analysis revealed that demotivation, gender and self-efficacy significantly predict homesickness,
    [Show full text]
  • Homesickness and Alienation
    Emotional Signs . Behavioral Signs Alienation Confusion No friends Judgmental “Self-imposed” isolation Stereotyping Limited intercultural skill development Communication problems Poor decision making Questioning Self (identity, role, purpose) Anger, Frustration, Irritability Acting out (physical, verbal) Excessive drinking Depression Ethnocentrism Insomnia Defensivness Substance abuse Complaining about the host culture/people Weight change Appetite change Social/Academic withdrawal Anomie, Loneliness Emotional swings Isolation Irritability/Anger Withdrawal (social, academic) Decline in self-care Discontinues pleasurable activities Writing or calling home a lot Obsessions Injury Anxiety Inadequacies Nervousness Not being understood Tension (muscles, “nerves”) Threat/harm/persecution Insomnia Contamination Poor concentration Fear of being misunderstood Compulsions Apathy Compensation Regressive behaviors Acting out behaviors Social and academic withdrawal Withdrawal, defensive Lack of care for self/others No appropriate risk taking Poor personal hygiene Hand-washing, clothes Avoidance behaviors Taken from Notre Dame University, Mental Health and Crisis Management. For Education Purposes Only. Homesickness is one of the most common adjustment problems related to culture shock and loneliness. Experienced by students from every country, homesickness is a universal side-affect to being away from home. Psychologists often refer to homesickness as “separation anxiety” because students — in particular those moving away from home — feel separated from all that is familiar. Feelings of homesickness may even start before your leave to study abroad and you may find yourself mildly depressed or anxious several weeks before leaving. The anticipation and preparation for this major change of lifestyle can trigger pre-departure homesickness, or sudden feelings that you don’t want to leave, or even a want to back out of your decision to study abroad.
    [Show full text]
  • University of Oklahoma Graduate College
    UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE WOMEN’S SHAME RESILIENCE: EXAMINING VARIOUS THEORETICAL ASSUMPTIONS OF SHAME RESILIENCE THEORY A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY By JENNY M. BENDURE Norman, Oklahoma 2014 WOMEN’S SHAME RESILIENCE: EXAMINING VARIOUS THEORETICAL ASSUMPTIONS OF SHAME RESILIENCE THEORY A DISSERTATION APPROVED FOR THE DEPARTMENT OF EDUCATIONAL PSYCHOLOGY BY ______________________________ Dr. Melissa Frey, Chair ______________________________ Dr. Denise Beesley ______________________________ Dr. Lara Mayeux ______________________________ Dr. Laurette Taylor ______________________________ Dr. T. H. Lee Williams © Copyright by JENNY M. BENDURE 2014 All Rights Reserved. For Sophia Marie May you always know your worth. May you endeavor to challenge the messages that would threaten to tame your wild heart, stifle your bold creativity, and silence your authentic voice. May you never be afraid to fly on your own wings. And when you grow weary from the struggle, may you always know that your father and I are nearby to lighten your load, champion your cause, and celebrate your imperfections. Acknowledgements Behind every successful woman is herself … and along the way there also are those wholehearted souls who, through their generosity, strength of spirit, and authenticity, make the journey more rewarding than the destination. Michael, your devotion and courage are unequivocal. You enthusiastically paved the road, took up the slack, and set aside your own ambitions to support my aspirations. You are my best friend. Sophia, I am amazed by your self-assured nature, kind heart, and sense of humor. You are the coolest person I know. My worries were always for naught.
    [Show full text]
  • 92-119 State University P.O
    o Connecticut BRII92-119 State University P.O. Box 2008, New Britain, Connecticut 06050 .tral . Eastern • Southern • Western Phone: (203) 827"7700 Fax: (203) 827-7406 RESOLl1I'ION granting PERMISSION 'IO REPRINl' COPYRIGHTED ARTICLE PUBLISHED IN CONNECTlcur REVIEW october 2, 1992 RESOLVED, That the Board of Trustees of the Cormecticut State University hereby grants pennission to Dr. IDuise Barnett to reprint the article by her, entitled "Language, Gender, and Society in The House of Mirth," pililished in Cormecticut Review, Vol. XI, No.2, Surrmer 1989 . • A Certified True Copy: • An Equal Opportunity Employer • Language, Gender, and Society in The House ofMirth LOUISE K. BARNETT Edith Wharton's novels, like those of her friend and predecessor Henry James, are always speech act dramas which turn upon what can and cannot be said according to the dictates of society: the code of verbal restraint that governs utterance is everywhere present. For both James and Wharton society is the coercive arbiter of individual behavior, but whereas in James's fiction society is a generally diffused presence that never takes on the reality of a particular social milieu, in Wharton's work it assumes the specific historical shape of turn-of-the-century upper class New York. In The House ofMirth it is a fully realized character whose views at any given moment are as palpably presented as the furnishings of Mrs. Peniston's drawing room. 1 Reflecting a speech community that defines living well and dressing expensively as "inherited obligations;' the language of upper class New York society elevates the superficial and the frivolous to the level of seriousness.
    [Show full text]