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This thesis is about the influence of the periodical essay on the novel - and vice versa - in the early years of the eighteenth century. Focusing on the period 1700-1760, it addresses the interchange between essay-periodicals and longer form prose writing and, in so doing, begins to close the distance between the two separate fields of periodical studies and histories of the novel. The thesis engages these two areas to challenge, at the same time as taking seriously, the divisions that result from subsuming other print media into a broader narrative of the "rise" of the novel. I argue that fiction, and more specifically fictionality, is not synonymous with the novel (as is often assumed to be the case), but is a mode of literary expression that resulted from the cross-fertilization of periodical and long form prose writing. Yet while attention has been paid to the relationship between the essay-periodical and dramatic writing, there is no current study of the relationship between the essay-periodical and the novel in this period; the significance of the concomitant emergence of these two forms within the complex print ecology of the early eighteenth century has received comparatively little attention. Chapter One explores the emergence of the essay-periodical as a new genre of writing and argues that this form belongs squarely to the eighteenth century. Chapters Two through Five offer four author studies: Daniel Defoe; Eliza Haywood; Henry Fielding; Samuel Johnson. These demonstrate how the terminology of novel studies intersects with periodical studies. Each chapter addresses a specific trait that emerges as a key feature of that author's periodicals and novels: conversability and inclusivity; witness testimony and credibility; taste and self-conscious innovation; and anxieties over different literary forms.

Across Europe, the welfare state is a focus of social and political contention. Participating in the democratic process offers a means for the public to voice their preferences. However, not everyone participates in politics. Research shows that there are significant participatory inequalities as those with greater socioeconomic resources are more likely to participate in politics. In light of these participatory inequalities, this thesis examines the representativeness of the welfare state preferences of the politically active. The main hypothesis posits that, if less advantaged socioeconomic groups are less likely to participate in politics, the welfare state preferences of the politically active are unlikely to be representative. The thesis brings together the comparative study of participatory inequality and social differences in welfare state preferences to examine data from the European Social Survey (ESS) 2008-09 for Germany, Spain, Sweden and the UK. Latent Class Analysis examines how preferences about the welfare state vary within Europe. By grouping individuals, the analysis shows that within societies there are different views about what should be the responsibilities of government. Using the latent classes, and considering a range of political actions, multivariate regression models show how social inequality determines conflict over the welfare state and transforms into political inequality. The association between preferences and political activity is examined to establish the representativeness of participant preferences. Finally, models combining welfare state preferences, political activity and social position address how social inequality shapes the link between political activity and welfare state preferences. Based on survey data for four European countries, the thesis finds that the politically active are not always representative in their preferences; however, the preference bias of participation varies in direction across countries and forms of political participation. Participatory inequalities do lead to the under-representation of support for the welfare state among the politically active but not in all cases. Examining the social stratification of preferences and participation, the thesis suggests that cross-national variations in the representativeness of participants may result from how preferences and participation are socially stratified. For instance, significant participatory inequalities can occur in contexts where there is less contention over the welfare state. Conversely, contention over the welfare state can coincide with egalitarian patterns of political activity. A concluding proposition is that the factors inhibiting the political participation of the socio-economically disadvantaged may also cultivate weaker levels of support for the welfare state.

The purpose of this study was to help higher education practitioners and researchers better understand the role that body image plays in first-year traditional-aged college females' development of physical competence and also provide new insights regarding the role that body image plays in the psychosocial development of first-year traditional-aged females. The conceptual framework of this study relied on three main components: (a) perceptions of body image, (b) psychosocial development, and (c) Chickering's theory of identity development, specifically vector one (developing competence). Although existing literature illustrates that psychosocial development occurs along Chickering's vectors during the first year, little is known about how students develop physical competence as outlined by Chickering in vector one. This study used a basic, interpretive qualitative method. Study participants were 14 first-year traditional-aged college females at a small, private, Midwestern university. All data were collected for this study through interviews. A constant comparison of data was used to identify emerging themes and categories. From this process, a set of themes was derived that encompassed first-year traditional-aged females' perceptions of body image and psychosocial development. Four major themes that emerged from the data: (a) participants' definition of body image, (b) participants' classification of their own body image, (c) participants' definition of self, and (d) role of body image on identity development. All of the participants in this study believed that a positive relationship exists between their body image and developing competence. Some participants believed their negative body image hindered their development of physical competence, whereas other participants believed when they were physically competent at athletically related activities, they perceived their bodies more favorably resulting in a more positive body image. These findings established that a relationship can exist between body image and the development of physical competence for first-year, traditional-aged female freshmen. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]