Conserving the Principle of Identity: Identity,Representation and Equivalence

Howie recognizes as a starting position that there is a significant and political problem with judgements that presume an easy and unrestrained identification of a thing or a person, but she is sceptical that all judgements of identity are necessarily implicated in the same politics. She investigates how 'identity' functions in logic, judgement and epistemology, and argues that a dialectical understanding of identity provides the grounds both for a realist appreciation of the world that includes a subjective element and for a recognition that a subject both is and is not how she is and has been identified.     

电影《无极》中的身份认同和身份策略

在全球化的语境下,中国电影意欲走出国门、走向世界,得到认可。但在寻求电影被其他文化认同时,该如何确认自己的身份,该采取怎样的身份策略,已经是中国电影界迫切需要深思的问题。《无极》是中国导演走向世界的一次尝试,从中我们可以看出其对自身身份的寻求和导演的身份策略的运用。     

Friends and Education: Identity Patterns across Domains and Associations with Emotion Dysregulation and Identity Disturbance

Journal of Youth and Adolescence - The task of identity development, which involves distinguishing who one is, and defining and articulating this to others, is a challenging developmental task for...     

Contextualizing Not-Knowing: Terminology and the Role of Professional Identity

This chapter provides a context for the concept of not-knowing, including a discussion of how the concept was framed. The experience of not-knowing in professional youth work is framed in relationship to other concepts explored by the social work and therapeutic literature (including vicarious trauma, helplessness, secondary trauma, and burnout), as well as those offered by the limited youth work and nursing literature discussing similar concepts (disruption and hurt, suffering, commitment in spite of conflict, and the struggle to go along when you do not believe). The standing of youth work in the professions and its own struggles to professionalize are explored, with attention to how not-knowing affects and is affected by these efforts.     

Reciprocal Associations between Educational Identity and Vocational Identity in Adolescence: A Three-wave Longitudinal Investigation

Education and vocation are core identity domains in adolescence. School is a normative social context in this developmental time frame and the formation of an educational identity is embedded in the goals that youth pursue in school. One of the main goals of education is to prepare young people for their future careers. Hence, educational identity should support the formation of vocational identity during adolescence. Considering the limited evidence on the longitudinal links between these two domain-specific identities, we conducted a three-wave investigation, testing the moderating role of age group, gender, and type of school. Participants (N?=?1030; 59.3% female) were adolescents (M _age ?=?16.72 years, SD _age ?=?1.23, age range 14–19 years) who completed self-report measures of educational and vocational identity three times during an academic year. We underscored reciprocal associations between educational identity and vocational identity. The results indicate that strong educational commitments supported the formation of strong vocational commitments across time. Adolescents who were involved in the in-depth exploration of their educational choices also reported more vocational exploration during the school year. In turn, vocational identity processes also supported educational identity formation, especially the reconsideration of educational commitments. In terms of moderators, we underscored that vocational commitment making and vocational flexibility bolstered educational commitment only in early-to-middle adolescents. Educational in-depth exploration fostered the identification with vocational commitments only in girls. Educational reconsideration of commitment promoted vocational self-doubt only in adolescents attending work-bound high-schools. Implications for research and practice are discussed.     

Identity in adolescence: Present and future self-concepts

This paper reports an investigation to test the hypothesis that anxiety concerning a concept of the self in the future will increase with age during adolescence, while anxiety relating to the self in the present will not. Subjects included a total of 80 adolescent boys from schools in a working class area of London, divided into three groups of 12-year-olds, 14-year-olds and 16-year-olds. The results strongly substantiated the hypothesis, and are discussed in relation to Erikson's theory of an adolescent identity crisis.At present Senior Lecturer in Psychology at The London Hospital Medical College (University of London). Is both a Developmental and Clinical Psychologist, with interests in adolescence and the preschool years.Medical student at The London Hospital Medical College, having a special interest in psychology.     

Identity Statuses Based on 4 Rather Than 2 Identity Dimensions: Extending and Refining Marcia's Paradigm

Four identity dimensions (Commitment Making, Identification with Commitment, Exploration in Depth, and Exploration in Breadth) were used to derive identity statuses by means of cluster analysis in a sample of late adolescents. This strategy resulted in both a qualitative refinement and a quantitative extension of Marcia's (1966) model. Five clusters were retained. Four of those (the Achievement, Moratorium, Foreclosure, and Diffused Diffusion Cluster) bore a striking resemblance to Marcia's original identity statuses in terms of their definition and their associations with criterion variables. Adolescents in the fifth cluster, the Carefree Diffusion Cluster (low to moderate on both commitment dimensions and low on both exploration dimensions), scored as high as the 2 high Commitment Making clusters (i.e., the Achievement and Foreclosure Cluster) on several indicators of adjustment. Personality characteristics further differentiated these clusters in accordance with theory. The advantages of expanding the identity status paradigm, through additional distinctions that pertain to both commitment and exploration, are discussed and practical implications are outlined. Doctoral Researcher for the Special Research Fund (B.O.F.)—Flanders (Belgium). Current research focuses on adolescent identity formation and development. Assistant Professor of Developmental Psychology, Catholic University Leuven, Belgium. Received PhD in developmental psychology from the Catholic University Leuven, Belgium, 1988. Current research interests include adolescent identity, autonomy, and loneliness. Doctoral Researcher for the Fund of Scientific Research (F.W.O.)—Flanders (Belgium) at the Catholic University Leuven, Belgium. Research interests include parent–adolescent relationships, identity processes, and acculturation orientations of ethnic minority members. Postdoctoral Researcher for the Fund of Scientific Research (F.W.O.)—Flanders (Belgium). Received PhD in developmental psychology from the Catholic University Leuven, Belgium, 2001. Current research focuses on adolescent autonomy, parenting and mediators of parenting effects on individuation and identity. Doctoral Researcher for the Fund of Scientific Research (F.W.O.)—Flanders (Belgium) at the Catholic University Leuven, Belgium. Research interests include motivational processes, self-determination theory, parent–adolescent relationships, and identity processes.     

'Intemperate and Unchaste': Jean Rhys and Caribbean Creole Identity

In this article, Carr examines Jean Rhys's ambivalent feelings about her West Indian origins. She looks at the problems both she and others have had in deciding whether her work can be truly considered to belong to the category of Caribbean literature. The difficulty lies not just in her expatriate existence or European themes, but goes back to her position as a white Caribbean Creole woman, the descendant of slave-owners. Carr looks at the traditional representations of the Creole woman, and suggest that the characteristics assigned to Bertha Mason in Jane Eyre , 'intemperate and unchaste', persisted to Jean Rhys's day, and that all her fiction, even when not explicitly Caribbean, can be seen to write back to such representations. When Rhys arrived in England, she was immediately identified as Other because of her Caribbean accent, something that marked her out as disturbingly associated with non-white West Indians; in England, she was no longer really white, although back in the Caribbean her whiteness made her unacceptable to so many of her fellow Dominicans. Much of the power of her fiction comes from her knowledge of the violent scars left in the Caribbean by the colonial past, and her own experience of the prejudices and oppressions of a hierarchical metropolitan society. In particular, if it had not been for her stigmatization as the always racially dubious West Indian when she reached England, her insight into the injustices of metropolitan and colonial society might never have been so acute.     

Racial Identity and Academic Achievement in the Neighborhood Context: A Multilevel Analysis

Increasingly, researchers have found relationships between a strong, positive sense of racial identity and academic achievement among African American youth. Less attention, however, has been given to the roles and functions of racial identity among youth experiencing different social and economic contexts. Using hierarchical linear modeling, the authors examined the relationship of racial identity to academic outcomes, taking into account neighborhood-level factors. The sample consisted of 564 African American eighth-graders (56% male). The authors found that neighborhood characteristics and racial identity related positively to academic outcomes, but that some relationships were different across neighborhood types. For instance, in neighborhoods low in economic opportunity, high pride was associated with a higher GPA, but in more advantaged neighborhoods, high pride was associated with a lower GPA. The authors discuss the need to take youth’s contexts into account in order to understand how racial identity is active in the lives of African American youth.

公司独立人格的异化及其法律规制的完善

公司独立人格是法人制度精髓在公司领域的表现,是公司法人制度的核心。在现实经济生活中,公司独立人格成为股东追逐最大化利益而滥用权利,逃避个人法律义务和规避法律责任的保护伞和屏障。为此,需要对其进行法律规制。我国新《公司法》确立的公司人格否认制度就是在不动摇公司法人制度根基的基础上,规制公司人格异化的一种法律措施。但新《公司法》对公司人格否认的规定存在缺陷,需要加以完善,以发挥其应有作用。     

Identity in adolescence: Influences of dysfunction and psychosocial task issues

The Erikson Psychosocial Stage Inventory (EPSI) was utilized in two studies to investigate task resolutions (trust, autonomy, initiative, industry, identity) in adolescence. In the first study, a comparison of delinquents and non-delinquents indicated that delinquents have less successful task resolutions. In the second study, a comparison of adolescents with high and low dysfunctional attitudes again revealed that troubled adolescents have less successful task resolutions. In this study, 7th graders, 12th graders, first-year college students, and junior and senior college students participated. Older adolescents demonstrated more successful task resolutions than younger adolescents, and different identity issues were salient during early adolescence as compared to later adolescence. Also, first-year college students had more problems with identity consolidation and less positive overall task resolutions than high school seniors or college juniors and seniors. A life-context approach to identity formation is discussed.Portions of this paper were presented at the first biennial meeting of the Society for Research on Adolescence, Madison, Wisconsin, March 1986, and at the Midwestern Psychological Association meetings, Chicago, Illinois, 1987 and 1989.M.A. degree in psychology from University of Toledo. Research interests: identity development, cognitive and perceptual development.Ph.D. from University of Toledo. Research interests: personality and cognitive development in adolescence, infant cognitive development.