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Baker, Terry. "Sing for Your Costumes: A Costume Design Thesis on The Boys from Syracuse." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2345.
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This thesis document is a presentation and exploration of the process involving the costume design for The Boys from Syracuse (music by Richard Rodgers, lyrics by Lorenz Hart, book by George Abbott) in the McLeod Theatre at Southern Illinois University Carbondale during February 2018. This light-hearted, farcical musical reminds us that life doesn’t have to be so serious. It explores our ability to be consumed by our own responsibilities, which causes us to escape to the theater and just enjoy a show. Chapter 1 contains the research, background information, and script analysis that was conducted to further enhance and inform the design of the costumes. This chapter also contains the goals that I wanted to achieve within my design and personal growth. Chapter 2 focuses on the design process and how each costume evolved through collaboration and discussion. Chapter 3 documents the build process of the design and how it was realized. An examination of the dress rehearsals and the production’s four performances are also contained within this chapter. Chapter 4 documents an analysis of the entire design and its evolution through outside critiques and commentary supported by personal self-reflection.
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Ell, Barbara Ann. "Boys and literacy: Disengaging from reading." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2983.
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This quantitative study investigates the disparity that exists between girls and boys and how changes can be implemented to keep boys from disengaging from reading. It examines the reading materials that are available to increase boys' interest in reading and discusses ways in which teachers can develop programs and parents can take action to change boys reading habits. The study employed teacher surveys and student surveys from sixth grade boys in three San Bernardino middle schools.
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McGee, Chris Susina Jan. "The mysterious childhood from the Hardy boys to Harry Potter /." Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128282.
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Thesis (Ph. D.)--Illinois State University, 2004.Title from title page screen, viewed Oct. 15, 2004. Dissertation Committee: Jan Susina (chair), Christopher Breu, Sally E. Parry. Includes bibliographical references (leaves 176-181) and abstract. Also available in print.
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Williams, Junko Ikezu. "Aeroplanes, bodhisattvas, and boys: fragments from the modernist prose of Inagaki Taruho." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1335193269.
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Garraway, H. "A brother from another mother : mentoring for Africa/Afro-Caribbean adolescent boys." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/1445502/.
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Some reports suggest that mental health services are not meeting the needs of young people from cultural minorities. This review focuses on adolescents' perceptions of mental health problems and services and adolescent help-seeking behaviour, with a particular focus on African/Afro-Caribbean adolescents. Some of the influences on African/Afro-Caribbean young people, which affect these perceptions and behaviours, are also discussed. Adolescents tend to have negative and stigmatising perceptions about mental health problems and services. Help-seeking is low, particularly for boys, and adolescents often prefer to seek informal help through long-term, well established relationships. This review highlights the need for more research into help-seeking amongst African/Afro-Caribbean adolescents and suggestions are made for future studies, as well as discussing some of the clinical implications of this literature review.
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Liu, Suk-ching Elaine. "Parental social support and young adolescents running away from home /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22665146.
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Maddern, Lynn. "From first contact to Facebook : seven boys' experience of secondary education : a narrative inquiry." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551321.
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This narrative inquiry took place in Bristol between 2003 and 2011 and is a follow-up, of seven African Caribbean and Somali boys who participated in a social skills group whilst in their final year of primary school. Five years later, I met with the boys and families at home and, using a performance narrative methodology, engaged in conversations regarding the boys' secondary school experience including their perception of factors that had supported as well as impeded their progress at school. A national and local review of the educational attainment of pupil by ethnicity was undertaken, highlighting a discourse of BME underachievement, as well as a critical discourse of institutional racism. At this time a demographic change as a result of a rise in international migration was impacting on their schools. The first interviews were undertaken when the boys were in Year 10. Poems were created from the transcripts and during the second interviews, in Year 11, they were read aloud as a means of returning the stories to the families. The boys' narratives were crafted into layered texts which included the poems, transcript extracts, field notes and reflections. The boys' messages to their schools included a desire for all students to receive an equal amount of their teachers' time. The research found that school initiatives to support attainment crosscut with personality so that the socially outgoing boys were well served but the shy, reserved boys were left wanting, and ultimately desperate to leave school. Performance narrative allowed for stories to be cued and supported by family members, for migration stories to be eo-constructed and for contested stories to be deconstructed in disagreement. I considered my positioning in regard to my White ethnicity, my class, gender and age and reflected on the effect this may have had on my relationships with the participants.
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Daniel, Leslie S. "Descriptions of Friendship from Preadolescent Boys Who Carry A Label on the Autism Spectrum." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29596.
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This dissertation provides an account of the ways seven preadolescent boys with autism spectrum disorders describe friendship. This study extends previous research by providing more in-depth descriptions of friendship gleaned through iterative interviews. In addition to multiple interviews with each of the boys, I collected interview data from their parents, and one teacher of each boy. In order to convey friendship from the boys' perspectives, I present data across three broad themes: (1) Establishing and maintaining friendships, (2) Social reciprocity, and (3) Conflicts. The findings indicate that some important components of close friendships, (i.e., frequent and varied interactions, relative equality and reciprocity, maintenance over an extended period of time, and emotional support), that are commonly included in descriptions of preadolescent relationships in the general literature were evident in the close friendships of these boys with autism spectrum disorders.
Not only does this study help increase the understanding of the construct of friendship, but of autism spectrum disorders as well. Specifically, my findings challenge the deficit perspective of autism spectrum disorders in several ways: (1) these preadolescents described ways that they socialize with friends rather than ways to avoid social situations in favor of isolation (Kanner, 1943); (2) the majority described same-age friendships as opposed to failing to develop peer relationships (American Psychiatric Association, 2000); and (3) four boys either are developing or have developed social reciprocity with friends, instead of demonstrating a lack of social reciprocity (American Psychiatric Association, 2000).
Researchers are just beginning to understand how preadolescents with autism spectrum disorders describe friendships. This study provides an important addition to the extant literature by providing insight into how a small group of highly verbal, preadolescent boys labeled with autism spectrum disorders describe friendship. Further research is necessary and will add to the sparse body of literature that just begins to depict how people with autism spectrum disorders understand and experience friendship.Ph. D.
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Pehlivanovic, Verda. "Boys are from Mars, Girls are from Venus : A Study of the Linguistic Role of Gender in Swedish Classrooms." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-17878.
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This research aimed to find out whether or not linguistic theories on how men and women use language can be applied to boys and girls, and their language use, in two selected schools in Southern Sweden. The data was accumulated throughout field investigation. Five questions were created and six teachers from two selected schools were asked to read the questions and keep them in mind while observing them in their class for one week. They were asked to write the answers and hand them in within one week. When the data was accumulated I started to draw connections to already existing theories on how men and women use language and, I started to compare it with how boys and girls use language from these two schools. The answers from the six teachers that participated in this research were not diverse, and they corresponded with the theories cited in this essay’s literature review on how men and women use language. For instance, boys tend to use humor as a tool when they communicate in order to occupy the centre of attention just like men, while girls tend to be emotionally involved while communicating just like women. This is one example of many similarities that this research has found.
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Cramp, Donald A. Jr. "The Effects of the Ethic of Care in an All-Boys School from 1903-1974." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/482.
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Nel Noddings’ 1984 publication, Caring: A Feminine Approach to Ethics and Moral Education was the first formal introduction of the concept of an “ethic of care”. It is a concept that stresses the importance of compassion in any relationship. For the purpose of this dissertation, the ethic of care was studied in a specific educational community.
This research focused on the role of care ethics in a secondary school (The Ransom School for Boys) from 1903 to 1974. The researcher identified this school as one that operated with an ethic of care and collected and analyzed data from historical school documents as well as from 60-90 minute individual interviews with six alumni, five retired faculty, and two administrators.
The case study addressed how students and faculty experienced care ethics within the school and how it has been maintained throughout the adult lives of alumni. An a priori coding rubric was used to examine the presence of care ethics at the Ransom School for Boys and in the adult lives of its alumni. This rubric was generated using information taken from the literature review and encompasses 36 different words to identify the presence of care ethics.
The primary research question was: How have alumni incorporated care ethics into their personal and professional lives? Secondary questions included: How did the ethic of care present itself over the span of 71 years? Was character education part of the formal curriculum at the Ransom School? Was character education part of the hidden curriculum at the Ransom School? Did the presence of care ethics support the values being taught in the home?
While there has been research done on the importance of care ethics in an educational institution, the research is void of direct evidence associated with care ethics in a school community, specifically, an all-boys, private school. Through deductive analysis, care ethics was found to be present and utilized at the school. The interviews and historical documents suggested that moral education was an integral part of the informal curriculum and helped to integrate the ethic of care within the community.
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Burt, Paul A. "An investigation into how boys from different faiths, between the ages of 8 and 16, understand miracle stories from different religions." Thesis, Bangor University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502743.
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Tabb, Juanita K. (Juanita Kay). "A Comparison of Academic Achievement of Boys and Girls from Full-Day and Half-Day Kindergartens." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331064/.
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The purpose of this study was to determine whether any differences in academic achievement existed between full-day and half-day kindergarten students at the end of their kindergarten and first-grade school years. Two public schools considered comparable in size, philosophy, and socioeconomic levels of a large school district in Texas participated in the study. One of the schools provided a full-day kindergarten program; the other school provided a half-day kindergarten program. Kindergarten students from each of the two schools were match-paired according to birthday and sex. The total sample size was fifty students. All students were tested in December, 1985, with the Metropolitan Achievement Test. Preprimer Level, and in May, 1986, the end of the kindergarten year, with the Primer Level of the Metropolitan Achievement Test. The Metropolitan Achievement Test. Primary I Level, was additionally administered to the subjects in April, 1987, at the end of their first-grade school year. During each testing period, the subjects were administered the Reading, Language, and Math subtests of the Metropolitan Achievement Test. The following supplemental data also were gathered on the students: The Metropolitan Readiness Test II scores and the TEAMS test scores. The data obtained from the testing batteries were statistically analyzed using the .05 level of significance to test each hypothesis. In analyzing the data of all of the academic achievement testing batteries, statistical conclusions revealed that there was no significant difference in the mean scores of children (boys or girls) attending the fullday kindergarten program and children attending the half-day kindergarten program in academic achievement at the end of the kindergarten year or at the end of the first-grade year. It is recommended that continued studies be conducted to investigate the academic achievement of students attending full-day and half-day kindergarten programs. It is also recommended that other variables rather than academic achievement be studied to determine their effects on full-day and half-day kindergarten students.
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Arulmani, Gideon. "Mindsets and career choices : an intervention study for high school boys from low socio-economic status backgrounds." Thesis, University of Portsmouth, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326997.
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Banner, Jack. "Exploring narratives of exclusion from school : how adolescent boys and educationalists negotiate schooling, family and gendered discourses." Thesis, London Metropolitan University, 2015. http://repository.londonmet.ac.uk/912/.
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This thesis explores constructions of masculinity, deviancy and educational failure through an examination of policy and the discursive accounts provided by teenage boys, all of whom had been excluded from school, and educational practitioners working with such boys. This topic is of interest because the exclusion of boys with behavioural problems has been of significant concern to schools and policy makers for some time. Although the numbers of exclusions has reduced recently it remains a significant social justice issue because permanent school exclusion is directly related to deviancy and unemployment and disproportionally affects those who are already disadvantaged, such as the poor working-class and those with special Educational Needs. This thesis contributes to understanding how boys’ peer interactions contribute towards perpetuating particular myths about masculine behaviour and its domination over females and alternative masculinities. It shows how some boys through drawing on discourses of hegemonic masculinity and gender binary asymmetries construct themselves in ways that contribute towards school confrontation. The voices of practitioners show how they contribute towards tensions and how education policy is considered as prohibiting staff from working effectively with some boys. Consideration was given to literature discussing the social construction of parenting, childhood, and children’s "needs". Literature regarding the persistence of the role model discourse as both a cause and solution to boys’ problem behaviours in school is also investigated. Literature examining hegemonic masculinities was drawn on to further understand how it is performed and enforced through peer interaction, resulting in problematic behaviours which dominate particular constructions of masculinity. The theoretical framework used for this study draws on the work of Foucault (1970, 1977, 1980) who theorised that people construct truth through the dominant discourses which they draw on. It also explains how and why power is afforded to one discourse at the expense of another. The methodology adopted for this research utilizes this theoretical framework. 35 narrative interviews were undertaken and examined using discourse analysis as discussed by Gee (2011) and Taylor (2001). The data collected was contrasted with literature to further understand the discourses respondents employed in their discursive constructions. This thesis exposes the challenges that boys and practitioners face as they negotiate the dominant masculine discourses at large in both school and home. It also shows that respondents’ understandings of masculinity rely on outmoded discourses of masculinity, essentialist gender binaries and constructions of childhood, which contribute towards problem behaviours in school. Tensions in school are also exacerbated by policy discourse and practitioners’ constructions of childhood. However, these normative discourses are challenged by respondents’ acknowledgment of alternative versions of masculinity and the coexistence of gender heteroglossia.
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Byfield, Cheron. "For Black boys can succeed : overcoming the barriers from school to higher education in the UK and USA." Thesis, University of Oxford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491567.
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There is a plethora of research focussing on the underachievement of Black boys but scant attention has been paid to those who are academically successful. This research project adds to the body of knowledge on academically successful Black males It sets out to investigate whether Black male students in the USA and UK who have successfully accessed higher education were exposed to the factors found to correlate with the extensively researched underachievement, I seek to identify the factors that have led to their educational success and influenced their access to and choice of universities.
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Camenzind, Krista. "From the holy experiment to the Paxton boys : violence, manhood, and race in Pennsylvania during the Seven Years' War /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3071053.
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Park, SuJung. "Developmental Trajectories of Aggression from Toddlerhood to Early Adolescence in Boys and Girls: Exploring Early Predictors and Later Outcomes." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7551.
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Early behavior problems, such as childhood aggression, emerge in the second year of life and decrease prior to school entry for typically developing children. However, some children show frequent and persistent aggression and may be at risk for subsequent difficulties that lead to poor school and life outcomes. The current study aimed to identify aggression patterns in children from toddlerhood to early adolescence for boys and girls together and separately. This study also explored early influences on aggressive behaviors at age two, such as mothers’ parenting behaviors, cumulative family risk, and early child characteristics. A range of difficulties in early adolescence were investigated, including poor social skills, low academic success, internalizing problems (e.g., depression and anxiety), and delinquent behaviors. Data from a previous study of 3,000 families and children, the Early Head Start Research and Evaluation longitudinal study, which followed families and children from infancy to early adolescence were examined. Four aggression patterns were found, characterized by changes over time in the amount of aggressive behaviors exhibited, applicable to both boys and girls: low-stable, moderate-decreasing, moderate-increasing, and high-stable. Early parenting and development during toddlerhood discriminated these distinctive aggression patterns. Compared with children in the low-stable group, boys in the moderate-decreasing and high-stable groups, and girls in the high-stable group were less likely to have mothers using positive parenting behaviors. Boys in the moderate-decreasing group and girls in the high-stable group were more likely to show delayed language development. Boys in the moderate-decreasing and high-stable groups were more likely to indicate poor emotional regulation. Moreover, compared with children in the low-stable group, those in the moderate-decreasing, moderate-increasing, or high-stable groups tended to show difficulties in early adolescence, such as lack of social skills, lower academic success, more internalizing problems, and delinquent behaviors. Altogether, young children exhibiting high levels of aggression over time were at the highest risk for later social, behavioral, and academic problems when, at age two, they had mothers with less positive parenting behaviors or when they showed poor language development or poor emotional regulation.
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Liu, Suk-ching Elaine, and 廖淑貞. "Parental social support and young adolescents running away from home." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31240616.
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Abrantes, Ana Maria. "Multiple pathways from ADHD to substance use disorders in adolescents /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3049673.
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Gines, Roger K. "Influencing African American males to participate in higher education : perceptions from the former members of the Boys Choir of Harlem /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974633.
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Montgomery, June M. "From Chaos to Calm: Understanding Anger in Urban Adolescent Males." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/37630.
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This work is based on the premise that uncontrolled anger contributes to the violence committed by adolescent boys 13-17 years of age. In fact, in all countries, young males are both the principal perpetrators and victims of homicide (World Health Organization, 2002). Identifying the underlying reasons for the anger is instrumental in controlling this emotion and in developing and implementing effective violence prevention methods that may lead to a decrease in adolescent violence. Violence in urban America committed specifically by the adolescent male is a serious problem and one that has stimulated the interest of this writer.The purpose of this dissertation is to provide classroom teachers, school administrators, counselors, and parents with insights, strategies, and techniques to understand and help the chronically angry child. Further, my purpose is to review and describe existing knowledge to provide a basis for action in managing these children. Dealing with an angry child is frustrating as well as challenging if one does not understand angerâ its possible causes and effects. Since 95% of juvenile homicides are committed by boys under the age of 18, it is fitting that this work focuses on adolescent males (Supporting Our Sons, 2003).Ed. D.
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Martin, Barbara. ""Boys are from Planet Football? "Girls are from planet pink?" : gender dualism and beyond in the construction of young children's gender identities in the early years of schooling." Thesis, Goldsmiths College (University of London), 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.514327.
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Lernestål, Hanna. "En beskrivning av pedagogers uppfattningar kring flickor och pojkar ur ett genusperspektiv, Educationalist’s views of girls and boys from a gender perspective." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29867.
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Jag kände mig ofta orättvist behandlad under min skoltid vilket jag tror bottnar sig i att jag var annorlunda mot de flesta tjejer genom att vara en nyfiken och sportig tjej. Jag upplevde att killarna tog den mesta av pedagogens tid samt fick mest status bland eleverna i klassrummet. Under mina Vft - perioder tycker jag mig dock ha sett en förändrad attityd gentemot självständiga och sportiga tjejer vilket har lett till reflektioner och tankar kring genus och könsskillnader vilket i sin tur lett fram till valet av examensarbete. Den litteratur som jag använt mig av visar på tydliga könsskillnader i såväl skolan som i samhället nämligen att det är killarna som tar för sig mest i skolan vilket sker på tjejernas bekostnad (Gens, 2002). ”Pojkarna får ordet genom att läraren ger dem en fråga utan att de räckt upp handen. ”Tre gånger så ofta får pojkarna ordet på det sättet” (Einarsson & Hultman, 1984, s.105). All tidigare forskning tyder även på att vi pedagoger behandlar flickor och pojkar olika i skolan (Öhrn, 1990). Syftet med studien var att undersöka hur flickors och pojkars könsroller kommer till uttryck den tid de spenderar i klassrummet, om det skett en förändring i elevernas könsrollsmönster samt om det i sådana fall lett till att dagens tjejer tar för sig mer. Tar flickor för sig mer idag, år 2008, än vad de gjort tidigare? Beror detta i så fall på en förändrad samhällssyn på genus och jämställdhet? Arbetar man som pedagog förebyggande för att undvika klassiska könsroller? En kvalitativ forskningsansats valdes (Kvale, 1997) för att utifrån syfte och frågeställningar fånga och beskriva pedagogernas uppfattning med hjälp av deras egna ord och formuleringar i form av fokusgrupper. Resultatet visar att man i båda fokusgrupperna är överens om att killar ta mer plats i klassrummet men att tjejer tar mer tid från själva pedagogen. Samtliga pedagoger är övertygade om att det finns grundläggande genetiska skillnader mellan pojkar och flickor, men att vi också gör en åtskillnad redan från födseln mellan könen och att vi fortsätter att behandla dem olika. ”Ja det blev en rejäl en och då vet man att det är en kille och om det blev något sött så är det en flicka” (pedagog, intervju 1). Det har skett en förändring i könsrollsmönster i klassrumsmiljön och samtliga pedagoger är överens om att dagens tjejer tar för sig mer i skolan men att det fortfarande är killarna som utgör den största delen av det offentliga rummet. Många av tjejerna är otrygga och osjälvständiga i skolan vilket gör att de får lägre status bland killarna men samtidigt tar upp mycket av pedagogens tid på ett negativt sätt.
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Chen, Yunxiang. "Warriors as the Feminised Other--The study of male heroes in Chinese action cinema from 2000 to 2009." Thesis, University of Canterbury. School of Languages, Cultures and Linguistics, 2013. http://hdl.handle.net/10092/8176.
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"Flowery boys"(花样少年) - when this phrase is applied to attractive young men it is now often considered as a compliment. This research sets out to study the feminisation phenomena in the representation of warriors in Chinese language films from Hong Kong, Taiwan and Mainland China made in the first decade of the new millennium (2000-2009), as these three regions are now often packaged together as a pan-unity of the Chinese cultural realm. The foci of this study are on the investigations of the warriors as the feminised Other from two aspects: their bodies as spectacles and the manifestation of feminine characteristics in the male warriors. This study aims to detect what lies underneath the beautiful masquerade of the warriors as the Other through comprehensive analyses of the representations of feminised warriors and comparison with their female counterparts.
It aims to test the hypothesis that gender identities are inventory categories transformed by and with changing historical context. Simultaneously, it is a project to study how Chinese traditional values and postmodern metrosexual culture interacted to formulate Chinese contemporary masculinity. It is also a project to search for a cultural nationalism presented in these films with the examination of gender politics hidden in these feminisation phenomena.
With Laura Mulvey's theory of the gaze as a starting point, this research reconsiders the power relationship between the viewing subject and the spectacle to study the possibility of multiple gaze as well as the power of spectacle. With such reconsideration of the relationship between the film texts and the audiences, this project aims to strip off the negative connotations imposed on the concept of 'feminisation' and to seek to prove the emerging of a feminine discourse popularised by a graphic revolution.
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Pelland, Lucie. "Control strategies for landing from a jump-down in boys 7 to 13 years of age : muscle and kinematic parameters which optimize postlanding stability." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68238.
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The purpose of the present study was to identify the muscle and kinematic parameters associated with the emergence of a skilled organization of landing from a jump in boys 7 years to 13 years of age. Jumps were videotaped (60Hz) in the right sagittal plane. The digitized coordinates of six landmarks were used to calculate the angular position, velocity, and acceleration parameters for the hip, knee, and ankle joints. Surface EMG signals were recorded for six muscles (Tibialis Anterior, Lateral Gastrocnemius, Soleus, Vastus Lateralis, Rectus Femoris, Biceps Femoris) to obtain the pattern of muscle onsets in anticipation for landing and the modulation of the muscle activity during the impact phase.Subjects could be classified into three distinct groups based on the pattern of muscle onsets: the Proximal-distal group (PDS), the Transitional group (TS), and the Adult group (AS). The classification reflected a progression from a proximal-distal (PDS) to a distal-proximal (AS) organization of landing. At the muscular level, the progression was associated with: (1) an increased contribution of the ankle to the anticipatory control of landing; and (2) the modulation of muscle activity to reduce the impact ground reaction forces. The strongest kinematic correlates were associated with the increased ability: (1) to manage and organize motion-dependent torques; (2) to critically modulate the joint position in anticipation of landing, and (3) to utilize anticipatory muscle activity rather than biomechanical joint limits to manage the impact ground reaction forces.
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Schowengerdt, Inga Birgitt. "A comparative study of girls recruited from single-sex, extracurricular math and engineering programs and boys and girls recruited from high schools : implications for using extracurriculars to close the STEM gender gap." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648771.
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Clelland, Tracy Julia. "“I’ll do it from the top, like popular/cool, in-between/normal, loser and nerd” Factors that influence the emotional wellbeing of a group of Year 8 boys from one Christchurch intermediate school." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2011. http://hdl.handle.net/10092/5443.
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There is a developing international understanding of the relationship between gender, wellbeing and educational outcomes. Wellbeing influences students’ abilities to learn and emotional wellbeing is fundamental to children’s learning and ability to develop positive relationships with others. Research has found that those who have emotional competencies and skills find it easier to manage themselves, relate to others, resolve conflict, and feel positive about themselves and the world around them (CASEL, 2003; Greatz, 2008). Boys’ emotional wellbeing has been a particular focus of the discussion because of their lack of engagement at school and increasing levels of violence and bullying.
This qualitative study investigated the factors that influenced the emotional wellbeing of a group of 12 year old boys in their final year of primary school. This age group was the focus of this research as it is a transitional age in relation to puberty and secondary school. The study involved one adult listening to, and making meaning from eight young boys’ perceptions of their world during a semi-structured interview with two focus groups. Analysing the data involved the qualitative strategy of thematic analysis where themes and categories were identified and then further analysed for corresponding linkages and relationships.
The findings identified a multifaceted range of factors that influenced boys’ emotional wellbeing. Family, friendships, school and the wider community were all specifically identified as enhancing or harming emotional wellbeing. Strongly underpinning all of the factors was the influence of normalised gendered behaviours within different social contexts that enforced conformity towards a hegemonic form of masculinity. Boys’ failure to follow the ‘rules’ assigned to a social groupings hegemonic form of masculinity, ran the risk for them of being relegated to a lower rank, being unable to manage or express emotions, being excluded, or becoming the victim of bullying.
The research concluded that boys need support in developing a wide range of personal and interpersonal skills and strategies to enhance emotional wellbeing. Underpinning the development of these skills however, is the need for a safe and supportive home, peer group and school environment where students can be empowered to think critically and deconstruct the way in which gender norms influence social interaction and behaviour. Peers, teachers, schools, families and the wider community working in synergy are crucial to developing an approach that addresses and enhances emotional wellbeing.
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McElroy, Toni Marie. "Alive and Free| Walking Quietly but Making Big Steps A Qualitative Study of Alumni from Omega Boys Club of San Francisco's Strengths-Based Youth Development and Violence Prevention Program." Thesis, Mills College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3568498.
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This qualitative research is a study of four Alumni from Omega Boys Club of San Francisco, a strengths-based youth development and violence prevention program. A strengths-based approach uses positive understanding, positive relationships and cultural competency to interrupt the effects of violence in youth's lives.
The study sought to answer the following questions: What does a strength-based intervention program in response to community violence look like? How, if at all, are young people's behaviors changed by their participation in strengths-based intervention programs? How, if at all, is young people's thinking changed by their participation in a strengths-based intervention program?
This study answers these questions through the lens of qualitative case studies from the perspective of the four alumni participants and identifies the essential elements of strengths-based approaches to a successful, sustainable, and culturally appropriate youth development and violence prevention program.
Significant themes emerged from the data. Three primary themes from the conceptual framework were confirmed by the data: (a) positive understanding of community (b) sense of belonging/positive relationships and (c) cultural competence. Two other themes also emerged (a) the importance of family values and (b) persistence.
Positive understanding is defined in this study is the ability of a strengths-based organization to understand adolescent development and character strengths contributing to the healthy development of the whole person—intellectually, emotionally and socially. A sense of belonging was shared by participants as key to their connectedness to good relationships and trust with peers and caring adults. Culturally competent youth development programs come with the understanding that cultural competency is an important social and political element in efforts to model positive self-images— psychological, intellectual, and social development of participants. Finally, family and persistence themes are associated with the successful transformational journey of Omega Boys Club of San Francisco alumni and alumnae. Self-regulation, support and encouragement—friends and family—and family values, juxtaposed with persistence to change—struggle and progression--catapulted the Omega participants into reconstructed norms, values and beliefs—alive and free.
This research is useful information to community-based organizations to formulate an understanding of youth violence prevention programming and to recruit and retain culturally competent staff and implement culturally relevant programs. This information is fundamental to teachers and school site administrators because it plants the seeds to successfully cultivate culturally competent and culturally relevant teaching and learning that garners academic success and cultural awareness, especially for African American males.
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Manuel, Anne Louise. "From Old Boys Network to Virtual Network: A study of internet technology use amongst UK academics, and the extent to which it is disrupting the gendered academic research culture." Thesis, University of Bristol, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492640.
Full textAbstract:
UK academe has been frequently reported as being a male-dominated space where cultures and practices persistently discriminate against women reaching the higher echelons of the profession (Knights and Richards, 2003). My research is concerned with one important aspect of higher education - its predominant research culture - and asks whether increased use of Internet technologies is disrupting the research culture's traditional androcentric structures, values, interactions, identities and practices, to create more of a level playing field for male and female academics working in UK higher education institutions.
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Barker, Peter Frederick. "From the scamander to syracuse: studies in ancient logistics." Diss., 2005. http://hdl.handle.net/10500/1740.
Full textAbstract:
This dissertation discusses logistical aspects of the Persians invasion of Greece; the Athenian need for timber for building warships; supply problems in their assault on Syracuse; and the march of Alexander's army from Macedonia into Asia. The amount of cereals needed by the Persian and Greek armies and navies is calculated from modern nutritional data and an estimate of the numbers of combatants. The location and size of the Persian food dumps; the excavation of the Athos canal; and the ships and materials needed to build the bridges of boats are considered.
The Athenian need for ship-timber led to the costly occupation of Amphipolis. An assured supply of cereals was one motive for the disastrous Sicilian Expedition. The Athenian fleet was an inefficient long-range support for an army which had to protect its non-combatant sailors. This was realised by Alexander the Great, who crossed the Hellespont without naval support.Classics and Modern European Languages
M.A. (Classics)
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Liu, Yi-Fang, and 劉議方. "Translation as Rewriting: From Niezi to Crystal Boys." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/ycz3qq.
Full textAbstract:
碩士國立臺灣大學
翻譯碩士學位學程
106
Abstract Niezi is the only full-length novel by Taiwanese writer Bai Xianyong. Published in 1983, with male homosexuals as the subject, Niezi created a sensation in the literary world then and is seen as the pioneer of Chinese homosexual literature. Bai has indicated that his aim of writing Niezi is to probe into the issue of homosexuality “from a Chinese perspective” and that theme of Niezi is “father-son relationships.” Thus, Niezi not only portrays the image of the underprivileged male homosexuals in Taipei in the 1970s, but the work has also probed into the father-son relationships and conflicts in the Chinese traditional culture, as well as the conflicts between the homosexual individuals and the Taiwanese society. In the novel, the gay teenagers, unacceptable by their families and the society, construct their own community in the Taipei New Park, and engage in prostitution. The same-sex relationships they build, including the relationship with their mentor Yang and their relationships with their sponsors, are described as quasi father-son relationships, which can be regarded as an extension of the traditional Chinese familial structure. Also, Bai has depicted the homophobic atmosphere in the society, where the public’s imagination of male homosexuals is still based on the depiction of male-male relations in pre-modern Chinese literature, which can be discerned by Chinese classic literary allusions used in the novel. On the other hand, religious belief is also a significant element in the fiction. With the concept of reincarnation and karma in Buddhism, integrated with the belief of Taoism and Chinese folk religion, the concept of life in Niezi is presented. Niezi is not merely a gay novel but also a fiction that writes about “human being.” The English translation of Niezi, titled Crystal Boys, by Howard Goldblatt was published in 1990 by Gay Sunshine Press. Goldblatt has indicated that rewriting is inevitable in translation. Since the 1990s, the focus of Translation Studies has gradually shifted from the debates on faithfulness to the examination of manipulative strategies in the process of translation and proposed an idea of translation as rewriting. The study discusses the correlation between the story of Niezi and its title and analyzes how the image of the male homosexuals are re-made with the translation of the title from “niezi” to “crystal boys” by Goldblatt. Further, the study examines the translation strategies deployed by Goldblatt in Crystal Boys and scrutinizes Goldblatt’s re-presentation of the image of male homosexuals in Taipei in 1970s, the father-son conflicts in the traditional Chinese culture, and the public’s imagination of male homosexuals on the basis of the pre-modern Chinese literary works. It is in the interest of this study to investigate how Niezi is transformed in Crystal Boys through Goldblatt’s re-presentation.
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Miller, Barbara. "The Adjustment of Boys from Boys Town South Africa’s Programmes within the First Year after Disengagement." Thesis, 2006. http://hdl.handle.net/10539/247.
Full textAbstract:
Master of Arts in Social Work - Social WorkThis study investigated the adjustment of twenty boys a year after they had been disengaged from Boys Town (SA). An exploratory descriptive design was used. Two questionnaires were administered, one to the twenty boys and the other to their caregivers. Biographical details were obtained from the Proposed Disengagement forms completed by the Children’s homes six months prior to disengagement. Sixty boys were disengaged at the end of 2002. All were targeted to take part. The results showed that fifty percent of the boys were able to make a satisfactory adjustment. Twenty five percent made an unsatisfactory adjustment and twenty five percent a neither satisfactory nor unsatisfactory adjustment. Stability in terms of accommodation, school performance, work stability, family relationships, peer relations, social adjustment and generalized contentment formed the criteria against which the adjustment was measured. The use made by the boys and their caregivers of reconstruction and aftercare services as well as the sustainability of the changes that had occurred at Boys Town were examined. Recommendations include the development of a specialized aftercare programme to address the major problems highlighted by the research. Problems were identified in the areas of accommodation, substance abuse, dropping out of school or college and difficulties with finding work. The need for counseling particularly family therapy and work between sons and their fathers, stepfathers and foster fathers was highlighted.
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Carrillo, Juan Fernando. "So far from home : portraits of Mexican-origin scholarship boys." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-848.
Full textAbstract:
Utilizing elements of Lightfoot and Davis’s (1997) portraiture method and life history interviews, this qualitative research study explores the portraits of four Mexican-origin scholarship boys. Two Mexican-origin students and two professors were selected from a snowball sample. A snowball sample consisted of gathering referrals from graduate students and faculty who contacted me through email to comment on their personal identification with the scholarship boy themes discussed in the essay I authored, "Lost in Degree: a Chicano PhD Student’s Search for Missing Clothes" (2007). I use the term “Mexican-origin” as a concept that identifies the subjects of this study as being of Mexican descent. All of the participants were born and raised in low SES, urban settings in the United States and they are children of Mexican-born parents. Hoggart’s (1957/2006) scholarship boy framework serves as the primary theoretical lens guiding this work. Rodriguez’s (1982) seminal work on this topic, Hunger of Memory, enumerates how this concept may apply to Mexican-origin scholarship boys. This study also utilizes Dubois’s (1903) double consciousness and Anzaldúa’s (1999) mestiza consciousness to analyze the ways in which Mexican-origin scholarship boys used culturally situated constructions of giftedness, “ghetto nerd” (Diaz, 2007) masculinities, and philosophical perspectives related to “home” to pursue academic excellence and cope/challenge the microgressions they experienced in K-12 schooling and higher education. The scholarship boys in this research provide critical information germane to the struggles and strategies used by academically successful Mexican-origin students as they negotiate the experiences related to the contrasting working-class culture of their upbringing and the middle-class culture of academia. While studies often focus on academically low-performing Latino students, this work explores the narratives of working-class Latino students who attained a graduate level education. Moreover, this research complicates clean “victory narratives” by unearthing various aspects of loss and gain inherent to the Mexican-origin scholarship boy trajectory. Findings inform scholarship in the areas of pedagogy, education reform, philosophy of education, education policy, curriculum, and revisionist conceptualizations of giftedness and human development.text
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Caivano, Giulia. "Do parents favour boys? Evidence from schooling in Guinea- Bissau." Master's thesis, 2018. http://hdl.handle.net/10362/48396.
Full textAbstract:
This study is conducted in the Capital of Guinea-Bissau. The research analyzes gender
bias in education on ethnicity, religion and income. An exogenous shock at household level
on food security is used for income. OLS and Fixed Effect models are estimated among
four different age groups. Findings show the absence of gender gap in primary education,
however opposite results emerge for older girls. The hypothesis behind this difference is the
extension of compulsory education from 6th to 9th grade which is supported by the findings.
The main conclusions shed light to the role of formal Institutions in correcting gender bias.
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Huynh, Anthony. "From boys to men: an ethnographic study among adolescent boys and the intimate partners of female sex workers in Northern Karnataka, South India." 2016. http://hdl.handle.net/1993/31882.
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In this paper-based thesis, I describe the findings of my ethnographic research conducted among the intimate partners of female sex workers and adolescent boys in Northern Karnataka. By highlighting the contradictory and relational nature of masculinity, my study aims to contribute to the larger scholarship on masculinity in South Asia. In the first manuscript, I examine the intimate partners’ perceptions and practices to shed light on the common occurrence of intimate partner violence and how local ideologies of manhood—and the social and structural conditions that shape these ideologies—perpetuate intimate partner violence. In an attempt to destabilize hierarchical gender orders, the second manuscript builds on Connell’s theory of “hegemonic masculinity” by developing the notion of incipient masculinity. From a public health perspective, the findings of these studies are expected to inform the ongoing structural interventions in Northern Karnataka that aim to prevent violence against female sex workers.October 2016
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Chung-Chiang, Ma, and 馬忠強. "A study of Boys’ Gender Equality Education in Elementary School from Care Ethic." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/64100631046429628732.
Full textAbstract:
碩士華梵大學
哲學系碩士班
104
Nowadays, home education reveals imbalance in Taiwan. In other words, lacks of boys’ emotional education, the inclination of violence, and the unconcerned and intensity with family members have become the main issues of boys’ education at home. The motivation of the study show as follows. First of all, boys’ needs, including their activeness and the differences of learning modes, cannot be satisfied with school education. Second, boys’ violent actions continue from home to school. Moreover, the insufficient of gender identity of teachers may become an obstacle to promoting gender equality. The present study starts with feminism, understanding the current situation of gender inequality and the fact of female oppression. In traditional patriarchal society, female encountered numerous unequal treatments; however, through liberation movement, the privileges held by male were gradually eliminated. However, depending on women’s efforts alone is insufficient to gender quality. Men are supposed to work together with women since they are often oppressed in patriarchal society. The study bases on the theory and approach of Care Ethic proposed by Gilligan and Noddings, analyzing problems of home and school education, under the issue of gender equality, among primary school boys. Noddings believes that care is the core of home education. Through the practices of care ethic, the caring relation among family members, teachers, and students is established, taking modeling, dialogue, practice and confirmation as important ways to reach the goals of education. The study points out that parents and teachers become carers and make care as a core of school education, helping boys to have experiences of being cared and learning how to care others. Moreover, creating a friendly environment by improving the problems that reveal at home and school
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Manwell, Anita K. "Gender-specific reading motivation : considering reading from the perspective of five ethnically diverse fifth grade boys." 2012. http://liblink.bsu.edu/uhtbin/catkey/1698516.
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This qualitative study used a triangulation of survey, conversational interviews, and observations in an authentic setting to explore the phenomenon of reading motivation from the perspectives of a specific group of individuals. Five participants, all African American fifth grade boys qualifying for meal subsidies, gathered in a local youth facility, where they regularly attended as members. The researcher interviewed and observed the boys over the span of three months. Three major themes from the study unveiled the influence of individual interests on reading motivation. This particular group of boys was motivated to read according to measured success and competition, familiarity of topics, and varied selections of reading materials. The study’s findings could potentially influence the gender achievement gap in literacy.Department of Elementary Education
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Li, Nishang. ""Rotten Culture": from Japan to China." Thesis, 2019. http://hdl.handle.net/1828/10818.
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A new sub-culture, “Rotten Culture (腐文化) ”, evolved from Japanese Boys’ Love (BL) manga, has rapidly spread in China and dramatically influenced many areas of Chinese artistic creation. “Rotten Culture” is an extension of Boys’ Love, which indicates that Boys’ Love elements not only existed in manga, but emerged in anime, movies, TV series, and so on. As a start of an analysis of this phenomenon, this thesis will focus on the core of “Rotten Culture”, Boys’ Love, which exists in Chinese manga and web fiction. The central issues addressed by this thesis are: exploring the circulation of Boys’ Love from Japan to China; examining the aesthetics and themes of some of these works; and analyzing the motivations that explain why such a huge amount of people, both professional and non-professional, have joined in creating Boys’ Love art works.Graduate
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Sawyer, Morgan B. "From Sanctuary to Home in the Post-Interstate City." 2021. https://scholarworks.umass.edu/masters_theses_2/1072.
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The removal of New York Interstate- 81’s (I-81) 1.4 mile stretch of raised, four-lane highway in Syracuse will highlight the critical role of socioeconomics, accessibility, and community building in urban neighborhood reclamation. The removal of what had been previously deemed an urban renewal project, presents Syracuse with new opportunities for space restoration and place-making efforts, atoning for careless and traumatic historic divisions, all the while exploring more substantive design responses tailored to the realities of the City. This thesis explores these fundamental planning considerations through a design lens; by proposing a comprehensive and integrated vision of physical and spatial opportunities provided by the removal of the Viaduct.
Through a series of demographic, socioeconomic and spatial analyses, this thesis begins by working to understand the effect of these proposed changes on the communities most directly affected both by I-81’s construction and now its destruction. Then, the thesis examines what it means to be a Sanctuary City in the United States and explores methods in which the vacancy of this land can be found to serve Syracuse’s most disadvantaged and at-risk populations. If Syracuse deems itself a home for everyone, what types of facilities could exist to serve that designation, both built and imagined? In this thesis I propose my own theories about the role of architecture in helping to create a true sense of sanctuary. Finally, the thesis explores the design and programming of a series of buildings, spaces, and urban interventions which serve as a means to this end. In so doing, the thesis critically examines the role of socially integrated urban renewal in Syracuse, NY, and offers design explorations that might mediate social inequities.
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White, Claudette R. "Jumping the hurdles : the multiliteracies and academic success of Black boys from the inner city /." 2005.
Find full textAbstract:
Thesis (M.Ed.)--York University, 2005. Graduate Programme in Education.Typescript. Includes bibliographical references (leaves 192-211). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11922
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Nieh, Hsi-Ping, and 聶西平. "Development of Pornography Exposure and Intimate Behaviors among Boys and Girls from 7th to 12th Grade." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/fhk9k6.
Full textAbstract:
博士國立臺灣大學
健康政策與管理研究所
105
Purposes: This dissertation aims to investigate, 1, the development of pornography exposure and the associated factors; 2, the development of intimate behaviors and the associated factors; and 3, the longitudinal inter-relationship between pornography exposure and intimate behaviors, among boys and girls from 7th to 12th Grade. Methods: This dissertation uses data from Child and Adolescent Behaviors in Long-term Evolution (CABLE) project. Valid sample consists of 1272 boys and 1210 girls who were at 7th grade in 2007. Group-Based Trajectory Analysis is used to identify the trajectory of pornography use. Latent transition analysis is used to analyze the development of intimate behaviors. Cross-lagged panel analysis is used to examine the longitudinal inter-relationship between pornography exposure and intimate behaviors from 7th to 12th Grade. Results: The most common source of pornography was videos and printed materials for boys and girls, respectively. Four trajectory groups of pornography use were identified for boys: early and heavy exposure group (18.9%), gradual exposure group (39. 8%), late exposure group (19.5%) and zero exposure group (21.8%). For girls, 3 groups were identified: early and heavy exposure group (16.0%), gradual exposure group (26.1%), and zero exposure group (57.9%). Late developed boys were less likely to be in the early and heavy exposure group, but early developed boys and girls were more likely to be in this group. Parental psychological control and peer behaviors increased the risk of early and heavy exposure, while parental monitoring decreased the risk. Peer use was a strong mediator between pubertal timing and pornography use, and the mediating effect was different for boys and girls. At 12th grade, there were about 25% of boys and girls who reported having kisses in the last year, and only less than 10% of the subjects reported having sex in the last year. Three latent intimate behavior statues were identified for boys and girls: low level intimate behavior status, medium level intimate behavior status and high level intimate behavior status. For boys, the overall advance rate from 7th grade to 9th grade (24.8%) was higher compared to the other transitions. For girls, the overall advance rate from 10th grade to 12th grade (23.6%) was higher compared to the other transitions. For boys, late development and parental monitoring decreased the risk of having intimate behaviors at 7th grade. For girls, Early development, family with middle income, and low parental education increased the risk. Pubertal timing was not associated with the transitional risk but prevalence of having sex among peers was associated with the transitional risk. The auto regressive effects of pornography exposure and intimate behaviors were significant among boys and girls from 7th to 12th Grade. Controlling other factors, having intimate behaviors at 7th grade increased the level of pornography exposure in the next year for early developed boys, and having intimate behaviors at 7th and 8th grade increased the level of pornography exposure in the next year for late developed boys. For early developed and normal developed girls, having intimate behaviors at 7th grade increased the level of pornography exposure in the next year. Except for early developed girls whose pornography exposure at 7th grade was negatively associated with having intimate behaviors at 8th grade, pornography exposure was not associated with intimate behaviors in the next year. There is no cross- lagged effect between pornography exposure and intimate behaviors among boys and girls from 10th grade to 12th grade. Conclusion: There are diversed types and statuses of the development of pornography exposure and intimate behaviors in adolescence. Pubertal timing, parenting styles and peer behaviors are associated with the risk of increased pornography exposure and intimate behaviors. Controlling the associated factors, having intimate behaviors are associated with the pornography exposure in the next year, but pornography exposure is not associated with having intimate behaviors in the next year. Implications for education, policy, and research on health behaviors and media effect are discussed.
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Lin, Yi-Jen, and 林宜蓁. "Research on the Plays Adapted from Hsein-Yung Pai's Novel "Crytsal Boys" by Jui-Yuan Tsao." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/b6wc5a.
Full text
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Duarte, Inês Isidoro Lory Romão. "The differences between boys and girls in the performance in reading and mathematics : evidence from Portugal." Master's thesis, 2018. http://hdl.handle.net/10400.14/25910.
Full textAbstract:
This thesis aims to investigate if there are differences between boys and girls in the
performance in reading and mathematics grades of Portuguese students that completed the
9th grade of regular basic education. We try to explain the differences between genders in
reading and mathematics grades using an ordered logit model, by looking to three different
factors: family environment, individual’s characteristics, and school’s location. In a first raw
analysis, it seems that girls are better in reading than boys and equally good in mathematics.
However, as we start to add controls for different factors as family, individual’s characteristics,
and school’s location, we conclude that girls are even better in reading, but boys have higher
performances in mathematics.Esta tese pretende investigar se existem diferenças entre rapazes e raparigas no desempenho a português e matemática dos alunos portugueses que concluíram o 9º ano do ensino básico regular. Para tentar explicar essas diferenças nas notas de português e matemática, utilizamos um ordered logit model e temos em conta três fatores: ambiente familiar, características do indivíduo e a localização da escola. Numa primeira análise, verificamos que as raparigas são melhores a português do que os rapazes e igualmente boas a matemática. À medida que começamos a acrescentar controlos como ambiente familiar, características do indivíduo e a localização da escola, concluímos que de facto as raparigas superam os rapazes a português, mas não a matemática.
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Yang, Hui-Ting, and 楊惠婷. "Learning the Meaning of Inter-Subjectivity: Stories between Me and Two Little Boys from Diverse Family Backgrounds." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/36822297046360391625.
Full textAbstract:
碩士國立新竹教育大學
教育學系碩士班
95
The main purpose of the study is to investigate how two marginalized students from diverse family backgrounds adapt to the interwining environment of school and family life. In particular, it focuses on how the students' family experience affects their school experience. Drawing on qualitative research methods including the case study method, participant observation method and narrative inquiry, I closely observe the difference in school and family experience between a native Taiwanese boy and an aboriginal one in the upper level of the elementary school. Moreover, through tutoring and after-school assistance, not only do I find out the close relationship between school and family experience, but also learn the essence of inter-subjectivity.
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Chang, Chieh-Yu, and 張婕妤. "Positive Emotions Generated from Pleasure Reading:Exploring the Perception of “Healing” for Female Boys’ Love Readers in Taiwan." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/hbkt36.
Full textAbstract:
碩士國立臺灣大學
圖書資訊學研究所
103
This study explores how pleasure reading soothes readers in their daily lives. Pleasure reading is a non-goal oriented activity. Readers may not have possessed negative emotions when they are engaged in reading, and they do not necessarily read to cope with negativity. They read for enjoyment or for other positive emotion it may bring. Instead, healing reading is goal-directed; it aims to reduce readers’ negative emotions and helps the readers regain the peace of mind. Some female Boys’ Love (BL) readers claim that they are often “healed” and boosted by BL reading. This claim indicates commonality between pleasure reading and healing reading. However, few research has studied the healing effects of pleasure reading. As such, this study analyzes female BL reader’s perception of “healing” and explores the emotional healing efficacy generated from pleasure reading. Adopting a grounded theory approach, this study interviewed 22 female BL readers in Taiwan. The analysis showed that the “healing” perception of female BL readers can be differentiated into ten different sensations that are grouped into three main categories. The first category is the healing perceptions induced from the emotional expressions of a story; the sensation being sweetness, coziness, and happiness with pain. The second category is the healing perceptions induced from the textual features of a story; the sensations being relief, comfort, completion and satisfaction, amusement, and loveliness. The third category is the healing perceptions generated from the visual or auditory stimuli, encompassing the sensations of intoxication and warmth. There are four situations prompting the occurrence of “healing”. The first situation is that a story echoes a reader’s love experiences or her expectations for intimacy. The second situation is that a story echoes a reader’s life experiences beyond the intimate romantic relationships. The third is that a work fulfills a reader’s sensational preferences. The fourth situation is that a reader’s enjoyment is extended from reading a popular original work to reading BL derivative stories (fan-created stories based on a popular fiction). From the perspective of healing reading, this study also observed different patterns in the bibliotherapeutic processes of achieving at identification, catharsis, and insight. Identification effect occurred when readers empathize with the story characters’ personality, experiences, or perspectives. Catharsis effects included getting positive energy, relieving negative emotions, and facing the hurts from the past. Lastly, the insight generated from reading included a change of perspective toward the romantic relationship, self-adjustment in life, self-perception, and the reflection and new views about the society. The interviewees also claimed that the “healing” from BL reading is important in their daily lives. It calms them and helps boost the energy for facing the harsh of life, coping with the hurts from the past, learning life lessons vicariously from the fictional characters, and getting a sense of control of their lives. The findings show that BL reading does possess emotional healing efficacy toward certain BL readers. In addition, the experiences reported by the readers show that everyone lives an imperfect or dissatisfactory life in some aspects, and the self-healing via pleasure reading is an important way for the readers to cope with the stresses accumulated in daily lives. Future research may continue to explore the emotional experiences bring by different genres of texts so as to better understand the emotional healing efficacy of pleasure readings.
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Guilkey, Justin P. "Heart rate recovery and heart rate variability during recovery from submaximal and maximal exercise in boys and men." 2012. http://liblink.bsu.edu/uhtbin/catkey/1670049.
Full textAbstract:
This study investigated differences in heart rate recovery (HRR) and the underlying autonomic mechanisms following maximal and submaximal exercise between boys and men. Children are known to have a faster HRR than adults. However, the mechanism responsible for these differences is still largely unknown, but is thought to be due to differences in the autonomic nervous system. Ten boys (10.1 ± 0.8 years old) and ten men (24.2 ± 1.3 years old) completed a supine recovery following a maximal and submaximal exercise bout. HRR was measured as the decline in HR during the first minute of recovery and heart rate variability (HRV) was used to measure autonomic function. Boys had a
faster HRR during the first minute of recovery from maximal exercise (p<0.05), but there was no difference in HRR following submaximal exercise (p>0.05). The R-R coefficient of variation and high frequency power were both significantly greater following maximal exercise in boys than men. There were no differences in HRV variables following submaximal exercise. These findings suggest that faster parasympathetic re-activation could be a mechanism responsible for faster HRR in boys compared to men, especially following maximal exercise.School of Physical Education, Sport, and Exercise Science
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Chiu, Prarie Youn-Yuen. "From swarms to summer camps a theoretical deconstruction of cohesion among groups of latency aged boys : a project based on an independent investigation /." 2009. http://hdl.handle.net/10090/9849.
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Huei-Cheng, Huang, and 黃惠程. "The love for boys from the Mediterranean to L.A.: David Hockney on his sixties and his shower painting study." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/88382581069910544372.
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Mamabolo, Mmapheto Robert. "Factors that play a role in the implementation of the boys 2 men (B2M) programme : case study from the Limpopo Province." Thesis, 2013. http://hdl.handle.net/10386/3309.
Full textAbstract:
Thesis ( M.Dev.) -- University of Limpopo, 2013In 2010, the Development Facilitation and Training Institute (DevFTI) (University of Limpopo) embarked on the process of expanding the Sex and Relationships Education Programme, Boys 2 Men as part of its projects. During the process, it became apparent that there was a need to evaluate the implementation process of the B2M programme by CBOs in the selected district municipalities in the Limpopo Province. The B2M project is a programme that was first put into place in 2000 as one of the ways of addressing issues of sex and relationships education for young men in especially rural areas that have limited access to such programmes. To evaluate this programme, this current study intended to explore enabling and/or hindering factors as well as experiences of trained facilitators in the implementation of the B2M programme. A qualitative case study research design was conducted using semi-structured face-to-face group interviews. As the targeted population was small a census was used (i.e. total sample =24). Content analysis method was used, looking at themes given by respondents to highlight the facilitating and/or hindering factors as well as experiences of the trained facilitators during the implementation of the B2M programme. The results indicated that, amongst others, the significant enabling factors for implementation included support by the community, host CBO and university partners; availability of facilitation material as well as infrastructural and financial support. Whilst, the significant hindering factors included lack of finance; lack of interest from the host CBOs, limited resources; and unclear terms of reference. Based on the results, it was therefore recommended that the programme set clear and specific terms of reference; facilitators be given tokens of appreciation; clear monitoring and evaluation tools be put into place; sufficient support be provided by university partners continuously; funding that is specific for the implementation of this programme be sought so as not to drain CBO financial and manpower resources; and work with facilitators and CBOs that have interest in issues that are almost similar to those that are addressed by the B2M programme. From the research results it could be concluded that this programme is valuable and it is therefore important to consider continuing with it provided that the above recommendations are considered in future implementation
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Netili, Muthuphei Thomson. "Psycho-educational guidelines focussed on the facilitation of the mental health of late adolescent boys who suffer from non-clinical depression." Thesis, 2014. http://hdl.handle.net/10210/10346.
Full textAbstract:
M.Ed. (Psychology of Education)Because of its prevalence, depression has been described as a common cold in communities all over the world. Thus, the primary purpose of this research study was to provide guidelines and support to help late adolescent boys suffering from non-clinical depression. The objective of this research had been successfully achieved. The late adolescent boys who were interviewed were identified by their educators and their peers as non-clinical depressed. The data were collected by means of observation and phenomenological interviews. The researcher followed a qualitative, explorative, descriptive and contextual method. In the second chapter the researcher describes the research design and method of the research. The approach to data collection, analysis and report writing to achieve the goal of this research study are also indicated. The third chapter deals with the phenomenological interviews that were conducted and the central themes that have been identified and categorised. The fourth chapter indicates guidelines to help and support late adolescent boys suffering from non-clinical depression. The research ensured trustworthiness to the participants during the research process. The researcher gained the confidence of the participants by spending time with them informally. The researcher ensured credibility of the research study by audio-taping the interviews conducted with the participants. Thereafter, the independent coder was given the transcribed interviews. Thereafter a consensus discussion was held with the independent coder. The researcher ensured that the research study was credible, transferable, dependable and confirmable. Ethical measures were also applied throughout the research. The researcher ensured that the participants would not be harmed, either physical or emotionally. The researcher ensured the participants of their anonymity. He did this by giving the participants pseudonyms and he made sure that the setting was not identifiable. Ethical measures were also applied throughout the research. The researcher ensured that the participants would not be harmed, either physical or emotionally. The researcher ensured the participants of their anonymity. He did this by giving the participants pseudonyms and he made sure that the setting was not identifiable. The participants were also informed about the advantages and disadvantages of participating in the research. The researcher received informed consent from the parents of the participants and from the principals of the schools where some of the interviews were conducted. He also obtained assent from the participants. All participants were informed about their privacy, benefits, withdrawal and the procedure to be followed. The researcher found late adolescent boys experience positive and negative challenges concerning non-clinical depression. They also experience role conflict related to their home circumstances and that conversation with others help keep depression at bay. The researcher found that the causes of nonclinical depression of late adolescent boys are poor family relationships and dysfunctional families. Guidelines were deducted from these results.