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Thematische Bibliographien / Girls / Dissertationen

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Dissertationen zum Thema „Girls“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 31. Juli 2024

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1

Lundgren, Hannah. „Girls' Future is Girls' Future? : Tracing the Girl Effect in Plan International Sweden“. Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-338774.

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This thesis sets out to answer if, and in that case how, the current development discourse, centring on instrumentalist arguments for gender equality and the “marketization” of aid, is reflected in Plan International Sweden’s campaign on the International Day of the Girl Child. The study draws upon critical feminist theories which stress that the instrumentalist approach, which scholars mean has become more common due to the marketization of aid, essentializes women and men in line with traditional ideas of femininity and masculinity. Through the use of discourse analysis, the study shows that the discourse of Plan’s campaign appeals to traditional constructions of femininity and masculinity where women and girls are ascribed signs such as maternal, responsible, altruistic and efficient, and men self-centred, irresponsible and potentially oppressive. Relatedly, Plan shows clear traces of instrumentalist reasoning, arguing that gender equality, besides being a social right, is an instrument to increase development efficiency. Additionally, the study finds that Plan shows traces of a marketized logic, something that can be seen in the organization’s cooperation with private companies which signifies an acceptance of them as actors in development, and the involvement of several celebrities which help validate, brand and “sell” the organization.

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2

Lubbe, Stephina Johanna. „'n Kwalitatiewe studie na die rol van massa-toename in die vroee̋-adolessente dogter se belewenis van die self“. Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-11122009-170445.

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3

Harrison, Jeff. „When Girls Can Be Girls“. College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2007. http://hdl.handle.net/10150/622104.

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4

Riley, Rosemary McKeon. „The Tween Queens: Little girls and big girl relationships“. Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p1425765.

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5

McCord, Mary Larken. „"So Very," "So Fetch": Constructing Girls on Film in the Era of Girl Power and Girls in Crisis“. unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-11182008-162945/.

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Thesis (M.A.)--Georgia State University, 2008.
Title from file title page. Amira Jarmakani, committee chair; Mary Hocks, Marian Meyers, committee members. Description based on contents viewed Oct. 14, 2009. Includes bibliographical references (p. 97-103).

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6

Kubik, Elizabeth Knapp. „Social Information-Processing in Adolescent Girls: A Comparison of Sex Offending Girls, Delinquent Girls, and Girls From the Community“. Fogler Library, University of Maine, 2002. http://www.library.umaine.edu/theses/pdf/KubikEK2002.pdf.

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7

Ostermann, Ana Cristina. „Good girls go to heaven; bad girls... learn to be good : critical discourse analysis of quizzes in teenage girl's magazines“. reponame:Repositório Institucional da UFSC, 1995. http://repositorio.ufsc.br/xmlui/handle/123456789/76202.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão
Made available in DSpace on 2012-10-16T08:13:31Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-08T19:31:26Z : No. of bitstreams: 1 102951.pdf: 4112281 bytes, checksum: 8fde7824254822a686acd923fe884dc7 (MD5)
Nesta dissertação investigo 15 quizzes ou testes de comportamento em revistas para adolescentes: Teen, Seventeen, Sassy, e Capricho, usando a metodologia de Análise Crítica do Discurso. O objetivo é demonstrar que o quiz não é um texto tão inocente como parece ser. Além de encorajar o auto-escrutínio, os quizzes funcionam como instrumentos disciplinadores, visando à correta socialização das adolescentes. Com base no modelo Problema-Solução, analiso a macro-estrutura dos quizzes, e aponto as possíveis relações entre o elemento discursivo Problema e o problema do mundo real. As produtoras destes textos avaliam e classificam as meninas como boas ou más, e prescrevem um comportamento geralmente sexista. Através da análise das características conversacionais dos quizzes: a estrutura de interação, os marcadores do discurso da linguagem falada, o vocabulário adolescente, e a personalização sintética, mostro que estes textos são construídos com base no modelo conversacional de discurso. O uso deste modelo é uma estratégia que visa amenizar a posição autoritária das produtoras destes textos, e que gera alto grau de informalidade nos quizzes, disfarçando seu papel principal: disciplinar as adolescentes a serem boas meninas.

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8

Akun, Selen. „Teenage Girls“. Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606860/index.pdf.

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In this thesis, ipek Ongun&rsquo
s three books on good manners and etiquette, which especially aim at teenage girls, are analyzed in detail. Born in 1943, Ongun is a popular Turkish writer in teenage literature who has sold over a million books since 1980s. It is necessary to investigate especially the cultural, social and aesthetic messages given in her books. The writer&rsquo
s non-fiction trilogy has been extremely influential on teenage girls in Turkey in the 1990s, and they still are. These are Bir Piriltidir YaSamak (Living Is a Glitter, 1991), Bu Hayat Sizin (This Life Is Yours, 1993), and Lü
tfen Beni Anla (Please Understand Me, 1995). The themes of major importance in the trilogy are social life, traditions, schools, parenting, beauty, and personal care. This study examines the content of this trilogy from a critical perspective, especially raising questions regarding Ongun&rsquo
s messages leading the construction of female identities from a feminist viewpoint. The qualitative research method has been adopted for the analysis and several comparisons have been carried out between Ongun&rsquo
s books and certain popular teenage etiquette books published in the US. The study concludes that although some of Ongun&rsquo
s messages might be found beneficial for certain segments of the teenage population, the fact that she is not an expert in teenage psychology and development, poses several critical questions about the validity of her messages. Besides, Ongun&rsquo
s target audience seems to be the upper-middle classes of the society also raises questions regarding the universality of her messages.

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9

Blakeslee, Vanessa. „BISTRO GIRLS“. Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2094.

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"Bistro Girls" is an interconnected collection of short stories focusing on characters whose lives intertwine in the affluent Floridian town of Bellamy Park. In "Bistro Girls of Bellamy Park," a senior at a privileged college struggles to confront an old friend who has slipped into addiction. In "Bobby Blues," two women's stifling situations with live-in boyfriends give way to a small hope as Valerie casts aside her illusions and leaves to find a new apartment, temporarily freeing herself from the pattern of relying on a man. In these stories people wrestle with flawed concepts of personal identity that create outward limitations in their interactions with those they care about most. In "Disconnect," an eccentric millionaire struggles with spirituality and a romance spoiled by his inability to find satisfaction. In "The Coffee Shop," the emotionally removed Don leaves Valerie in the inevitable position to find contentment through self-reliance. Through trial and error, the obstacles of insecurity and disillusionment can at times be overcome. In "Scout's Honor," a young woman marries under the spell of fateful disillusionment, with tragic results. An annulment is the catalyst for her maturity, yet the road before her promises to be a long, painful one. As the characters come closer to acceptance of the imperfections and possibilities in themselves and the world around them, there is almost always some hope, no matter how difficult the means to get there.
M.A.
Department of English
Arts and Sciences
English

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10

Lowy, Maya. „Lost Girls“. ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2169.

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11

Dulanto, Andrea. „Apocalypse girls“. FIU Digital Commons, 2008. http://digitalcommons.fiu.edu/etd/3097.

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Apocalypse Girls is a memoir of adolescence set during 1985-1989 in Miami, Florida. The narrator's Peruvian-Argentine background places her at odds between the cultures of her parents, and los Americanos. She also deals with religious authoritarianism at Catholic school, and the controlling figure of her mother. The narrator represses a memory of a physically and emotionally abusive childhood, but the effects of abuse manifest as depression in her adolescence. Despite these conflicts, she struggles for identity by developing close friendships with other young women. Against her parents' restrictive ideas on gender, and the dictates of Catholic school, she finds liberation in peer influence through alcohol and sexual experimentation with boys. But this leaves her fragmented. She gradually locates some cohesiveness of self as she becomes aware of her sexual and emotional attraction to women.

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12

Chávez, López Paula. „Gilmore Girls“. La Mirada de Telemo, 2012. http://repositorio.pucp.edu.pe/index//handle/123456789/20290.

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Parker Lewis, La Pequeña Maravilla, El Príncipe de Bel-Air, Alf, Quién Manda a Quién, Tres por tres… Si alguna de estas series te suenan familiares es porque como yo, naciste en los 80’s y te gustaban las sit coms enlatadas que, antes del cable, podíamos ver en televisión todos los días. Años más tarde, seguro viste Friends, Seinfield, Mad About You, That’ 70s Show, Two and a Half Men o The Big Bang Theory, esta vez ya con el cable a cuestas. Al mismo tiempo existían otras series dramáticas con algún toque de comedia que también te capturaron. A mí me pasó con una en especial: las Gilmore Girls.

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13

Smith, Grace B. „Austen Girls“. Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/925.

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Based on the novels of Jane Austen, when naïve Catherine Morland is accepted into the prestigious Austen Academy for Girls, she finds herself completely unprepared for the high class world of loyalty, backstabbing, and goose-related theft. In this condensed pilot, Catherine is kidnapped by the girls of her dorm, Emma Woodhouse, Lizzy Bennet, Marianne and Ellie Dashwood, Anne Elliot and Frankie Price, to join them in reclaiming the pride of their school, their mascot, Cassandra. Cassandra is a taxidermized goose who has been kidnapped by the boys of the neighboring school, Steventon School for Boys. Steventon and Austen have been feuding over the goose for 50 years, and Catherine must decide if she wants to get sucked in to the fight.

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14

Gomero, Cervantes Javier Alfonso, Martinez Maria Milagros Inca, Cahuaya Luis Arturo Jacho und Castromonte Génesis María Soledad Melo. „Empowered Girls“. Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2018. http://hdl.handle.net/10757/624595.

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Empowered Girls, es un proyecto creado para satisfacer una necesidad que detectamos en el país, en el público femenino el nivel socioeconómico C. Es concebida para satisfacer la idea que anhelan las mujeres por sentirse incluidas y contar con las mismas oportunidades que tienen los hombres en el país machista donde nos desenvolvemos actualmente. Después de la investigación realizada pudimos concluir que el término empoderamiento de la mujer está siendo escuchado con más fuerza y es aceptado por la sociedad, por ello nuestro público objetivo está dispuesto a invertir en su desarrollo como asesorías de imagen, servicio de coaching, talleres de potenciación de habilidades blandas, etc., es por ello que este mercado se encuentra en pleno desarrollo. La propuesta que lanzamos al mercado, es convertir a una mujer insegura y con pocas habilidades sociales a convertirse en una mujer empoderada que posea diferentes capacidades y actitudes que le permitan desarrollarse de manera exitosa en los ámbitos en los que se desenvuelven, incluyendo asesorías diferenciadas de alto impacto y seguimiento post-venta para satisfacer todas las necesidades e inquietudes que presenten nuestras clientas. Para realizar la difusión de nuestro proyecto utilizaremos la estrategia comunicacional, basada en constante información en nuestras redes sociales, mayormente conocida como marketing digital. Con esta herramienta captaremos clientes nuevas y fidelizaremos a nuestras potenciales, ello lo lograremos bajo el concepto de feedback, realizaremos encuestas contantemente para tener mejora continua en el servicio de empoderamiento
Empowered Girls, is a project created to meet the needs found in Peru, specifically in the C socioeconomic strata. It was conceived to meet the hankering of women to feel included, to belong and to have the same opportunities and prerogatives that the ‘machismo’ of our culture and society currently acknowledge to men. The result of our research determined that the term female empowerment is currently a trending topic and a very strong message that society embraces. For this reason, our target market is willing to invest in its personal development and improvement like Styling Advisory, Coaching, Soft Skills Empowering Workshops, etc., features of a growing market and actual development. Our business proposal for the market is to encourage and guide insecure, social unskilled women through the empowering process, make then able to acquire or enhance their skills and attitudes that lead them to a successful development in every environment of their lives their desire to master. All this through high impact differential advisory and post-sales follow up to assure cleared doubts and the satisfied needs of our customers. Social media will play the main role in our communicational strategy, mostly known as digital marketing, to assure an efficient diffusion of our project. This tool will help us generate new leads and to reach and interact with potential customers for following customer binding through feedback run in constant surveys and polls aiming a continuous improvement of our empowering services.
Trabajo de investigación

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15

Higgins, Mary E. „Dirty Girls“. PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3672.

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Inspired heavily by the Virginia Woolf's novel, The Waves, Dirty Girls tells the story of four girls coming of age in coastal Texas. Told through interior monologues, Dirty Girls explores themes of adolescent girlhood from the various perspectives of those who live it. Carmel has always been on the outside looking in, envious of the prettier, thinner, blonde girls who seem to own everything and everyone. Christina protects her, attempting to straddle the line between sexual awakening and childhood innocence. Lauren grapples with her lesbian sexuality in a time and place where such an identity is forbidden. And Taylor suffers the consequences of her grown-too-fast flashy ways. All four girls overlap and change, though through their interiority the reader comes to realize no girl is spared the struggle of the patriarchy.

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16

Madden, Mary. „The Good Girl Bad Girl Dilemma: Exploring Rural Maine Girls' Sexual Desires, Behaviors, and Relationships“. Fogler Library, University of Maine, 2000. http://www.library.umaine.edu/theses/pdf/MaddenM2000.pdf.

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17

Wahome, Samatha. „Ain’t I a Girl: Black Girls Negotiating Gender, Race, and Class“. The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313436849.

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18

Tsoulis-Reay, Alexa. „Convergence, concern & the "real" girl : teenage girls' everyday media cultures /“. Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/4893.

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19

Cheung, Siu-wan. „Factors affecting girls' choice of science in a girls' school“. Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3727790X.

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20

Cheung, Siu-wan, und 張笑韻. „Factors affecting girls' choice of science in a girls' school“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3727790X.

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21

Francois, Samantha Yates. „Girls with influence : selling consumerism to teenage girls, 1940-1960 /“. For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2003. http://uclibs.org/PID/11984.

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22

Hirak, Bridget A. „Girls Don't Spit“. Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1574345142457711.

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23

Sowders, Thomas G. „Wallace Stevens girls“. View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/rp/sowderst/thomassowders.pdf.

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24

Haire-Sargeant, Lin. „American girl to new woman : themes of transformation in books for girls, 1850-1925 /“. Thesis, Connect to Dissertations & Theses @ Tufts University, 2004.

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Thesis (Ph.D.)--Tufts University, 2004.
Director: Carol Houlihan Flynn. Submitted to the Dept. of English. Includes bibliographical references (leaves 296-307). Access restricted to members of the Tufts University community. Also available via the World Wide Web;

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25

Rantala, V. (Vappu). „“Who run the world? Girls!”:analysis on girlhood, girl empowerment and girl empowerment organization GENaustin“. Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201306051491.

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Gender has a strong impact on individual’s entire life course. However, this impact is also shaped by the culture and society the individual lives in. For girls (and for boys) the consequences of being of certain gender may be positive as well as negative. This master’s thesis focuses on the factors that contribute to the well-being of girls, and more generally, on how girlhood is experienced. These factors are divided according to the biopsychosocial approach, but it is acknowledged that girlhood is constructed culturally and socially too, which guides the research process. Research context is here seen as ‘geography’ according to the theory deliberated in the book Geographies of Girlhood(2005), edited by Paula Bettis and Natalie Adams, in which several authors speak for the diversity of girlhood. Research on girls’ empowerment is part of girlhood studies aiming at empowering the girls holistically; through empowerment girls are equipped to act upon their own well-being. In the study girlhood and girl empowerment are observed through the lens of biopsychosocial theory, taking into consideration the girls’ living environment, i.e. the geographical context (Western, North American society). It is argued that many of the biopsychosocial challenges of girlhood might best be solved with empowerment theory turned into practice. The theoretical discussion on girlhood and girl empowerment is supported by a case study of one of the North American girl empowerment organizations, GENaustin,Texas, where ethnographic data was collected. Based on the analysis of the data, the researcher evaluates how successful the project of empowering the girls was and also, what were the challenges people working for this organization needed to cope with. The conclusions drawn from the theoretical consideration and the case study show that the empowerment of girls is of vital importance for their well-being and further, that in order to get good results, the geographical perspective should be recognized; this became obvious when analyzing the challenges that the organization needed to solve, such as the homogeneity of the local girl groups and prerequisites for funding set by the sponsors
Sukupuoli vaikuttaa yksilön elämänkulkuun voimakkaasti koko eliniän ajan. Tämä vaikutus muokkautuu sen kulttuurin ja yhteiskunnan mukaan, jossa yksilö elää. Tytöille (kuten pojillekin) tämä aiheuttaa sekä positiivisia että negatiivisia seurauksia. Tässä pro gradu -tutkielmassa tarkastellaan nimenomaan tyttöjen hyvinvointiin ja ylipäätään tyttöyden kokemisen vaikuttavia tekijöitä, jotka on jaoteltu biopsykososiaalisen teorian mukaan. Tyttöyden katsotaan olevan kuitenkin myös kulttuurisesti ja sosiaalisesti rakentunutta, mikä ohjaa tutkimusprosessia. Tutkimuskontekstista puhutaan myös maantieteenä; tyttöyden maantieto -teoria perustuu Paula Bettisin ja Natalie Adamsin (2005) teokseen Geographies of Girlhood, jossa useat tutkijat puhuvat tyttöyden moninaisuuden puolesta. Tyttöjen voimaantumisen tutkimus on osa tyttötutkimusta ja siihen perustuvan toiminnan tavoitteena on tyttöjen kokonaisvaltainen voimauttaminen niin, että he pystyvät itse edistämään hyvinvointiaan. Tässä tutkimuksessa tyttöyttä ja erityisesti tyttöjen voimauttamista tarkastellaan biopsykososiaalisen teorian kautta, johon tyttöjen elinpiirin, maantieteellisen kontekstin (länsimainen, pohjoisamerikkalainen yhteiskunta) huomioon ottaminen. Tutkielma suosittaatyttöyteen liittyvien biopsykososiaalisten haasteiden kohtaamiseen voimaantumisen teoriaa ja sen soveltamista käytäntöön. Tyttöyden ja tyttöjen voimaantumisen teoreettista vahvistetaan yhden organisaation, texasilaisen GENaustinin, tapaustutkimuksella. Tutkija on kerännyt organisaation toiminnasta etnografisen aineiston, jonka perusteella hän arvioi tyttöjen voimaanuttamisen onnistumista ja niitä haasteita, joita tämän organisaation toimijat työssään kohtaavat. Teoreettisen tarkastelun ja tapaustutkimuksen perusteella päädytään painottamaan tyttöjen voimaantumisen tärkeyttä hyvinvoinnin edistäjänä; parempaan tulokseen tässä työssä päästään ottamalla huomioon maantieteellinen näkökulma, mikä ilmenee myös haasteissa, joita organisaatio kohtaa, kuten paikallisten tyttöryhmien homogeenisyys ja sponsorien mahdolliset rahoitukselle asettamat ehdot

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26

Foley, Catherine. „Girls' perceptions of mathematics : an interpretive study of girls' mathematical identities“. Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/65926/.

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This thesis explores girls’ perceptions of mathematics and how they make sense of their mathematical identity. It seeks to understand the characterisations girls make of mathematics and mathematicians, shedding light upon their positioning as mathematicians. This is important because there remains a tendency for able females to rate themselves lower than males of a similar attainment, and be less likely to continue into post-compulsory study of mathematics. This research followed an interpretive paradigm, taking a grounded, case-based approach and using a mosaic of qualitative methods. Fourteen girls from a school in the south-east of England aged 8-9 at the start of the study took part in the research over 15 months. The data collected comprised scrapbooks, concept maps, relationship wheels, drawings, digital photographs, metaphors, group and individual interviews. Data were analysed using open and focused coding, sensitising concepts and constant comparison to arrive at key categories and themes. The main conclusions of the study are that time taken to explore the diversity of girls’ perceptions of themselves as mathematicians provides a powerful insight into their identity formation. Many girls struggled to articulate the purpose of mathematics dominant in their vision of what it meant to be a mathematician. Whilst they recognised a rich variety of authentic mathematical activity at home, this was overwhelmed by number, calculation, speed and processes, with mathematics recognised as desk-bound and isolating. They made sense of their mathematical identity through their characterisations of mathematics alongside interactions and comparisons with others. The girls in the study took a high degree of responsibility for their own development, believing they could improve with ever-greater effort. However, this led to the need for a buffer zone, allowing teachers, family and friends to support the individual in continuing to grow and protecting them from mathematical harm. This research recommends the provision of safe spaces for mathematical exploration in terms of time, space and collaboration, connecting mathematical study with application and interest, reframing mathematics as a social endeavour and sharing responsibility with girls for their mathematical development. Finally, it suggests the value of practitioners paying close attention to girls’ evolving mathematical identities.

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27

Doyon, Pierre. „Girls don't do wires: an exploration of adolescent girls' media production“. Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86619.

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Girls make up 50 percent of all high school students in computer classes yet only account for 17 percent of the computer science placement test-takers (Kearney, 2006). Of those only 13% end up working in the U.S. as computer programmers (EKOS, 2004), part of a nexus of an established patriarchy that supports normative view of a male dominated media culture. This teacher-researcher study explores causes for the low percentage of high school girls continuing on to higher education and/or careers in media production through a qualitative analysis of thirteen high school girls and four boys, drawing in particular on data collected as part of a video production unit in several secondary classrooms. The study makes use of a cultural studies analytic framework that looks at the primary texts (the actual videos produced in the media class), the producer texts (through surveys, questionnaires, journals and interviews with the student producers), and the environmental text (where the videos are produced). An analysis of the films produced indicates a general aptitude in girls using new media to produce film, but an accompanying lack of interest in pursuing careers in media production. A second finding was that there were notable differences in the productions made by girls and boys and evidence indicates girls tended to tell their narrative via interviews, relying on others to tell their story, while the boys were more likely to use simple, plot-driven narratives, primarily meant to amuse. The interest of the girls in this genre suggests a need to focus more on reflexive interviewing practices in school in order to encourage girls in creating reflexive productions (as well as traditional narratives), and in so doing to support and strengthen interest in media production.
Les filles représentent 50 pour cent de tous les étudiants du secondaire dans les cours d'informatique; pourtant elles comptent pour seulement 17 pour cent des étudiants qui se présentent aux examens d'entrée à l'université en informatique (Kearney, 2006). Parmi celles-ci, seulement 13% travaillent aux États-Unis comme programmeurs (EKOS, 2004), faisant partie d'un réseau patriarcal établi qui soutient le point de vue normatif d'une culture masculine qui domine les médias. fr
Cette étude de professeur-chercheur cherche à déterminer les causes du faible pourcentage d'étudiantes du secondaire qui continuent leurs études vers des niveaux supérieurs ou qui se dirigent vers des carrières dans le domaine de la production de médias. Cette étude est faite au moyen d'une analyse qualitative de treize étudiantes et de six étudiants du secondaire, puisant en particulier dans des données recueillies dans des groupes de production de vidéos dans plusieurs salles de classes du secondaire. L'étude utilise un cadre analytique d'études culturelles qui regarde les textes de base (les vidéos réels produits dans la classe de médias), les textes du producteur (à l'aide de sondages, de questionnaires, de journaux et d'entrevues avec les producteurs étudiants), et du texte environnemental (où les vidéos sont produites). Une analyse des films produits montre une aptitude générale chez les filles à utiliser les nouveaux médias pour produire des films, mais en même temps montre un manque d'intérêt pour la poursuite d'une carrière dans la production de médias.
Une deuxième conclusion montre qu'il y a des différences marquantes entre les productions faites par des filles et celles faites par des garçons et il est clair que les filles ont tendance à exprimer leurs récits au moyen d'entrevues, en se servant des autres pour raconter leur histoire alors que les garçons ont plutôt tendance à faire leur récits en utilisant une intrigue simple et qui cherche à amuser. L'intérêt montré par les étudiantes pour ce genre laisse supposer un besoin de mettre l'accent dans les écoles secondaires sur des méthodes d'entrevues introspectives de façon à encourager les étudiantes à créer des productions introspectives (aussi bien que des récits traditionnels), ce qui contribue à appuyer et à renforcer un intérêt dans la production de medias.

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Vincent, Kendra N. „For the benefit of girls evaluating a girls' program in Appalachia /“. [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0014267.

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Connolly, Margot. „Lingering“. Thesis, University of Iowa, 2018. https://ir.uiowa.edu/etd/6082.

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A year after the mysterious death of Petra, her twin sister Dash convinces the scattered and estranged members of her Scout troop to re-form in order to return to Exploration Expedition, the site of her sisters passing. Though the troop have all been dealing with the loss of their defacto leader in different ways, their arrival at Expedition forces them to work together to confront their guilt in the events surrounding Petra’s death and its effect on their own lives and friendships.

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Brodie, Melissa. „The breakaways : nineties girls /“. Title page and introduction only, 1999. http://web4.library.adelaide.edu.au/theses/09AR/09arb8645.pdf.

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Lawton, Stephanie D. „A girl with a book| Improving girls' secondary education in the developing world“. Thesis, University of Colorado at Denver, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1605108.

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In many countries, particularly in the developing world, a large number of girls are receiving little or no formal education, in spite of all of the benefits that education can confer. Education has intrinsic value, as girls can experience a sense of agency and empowerment when they are able to achieve their educational goals. It is also important to human development, and there are tangible benefits to be gained from educating girls. This study examines the effects of increased efforts to improve gender equality in education in the developing world. Specifically, I investigate many of the interventions that have been implemented for the purpose of improving girls? secondary education, and consider which have been the most effective, in terms of both numbers of girls in school and the quality of their educational experience. In evaluating quality, I specifically consider what ramifications the different strategies have for girls? capabilities as informed by Martha Nussbaum?s conception of the capabilities approach. The data come primarily from published papers and reports from a variety of countries, and also include a small amount of firsthand information that I collected from contacts that I met during recent travel in Uganda and Rwanda. Details from people who work in schools and in education-related NGOs in these countries, and who have seen up-close the effects of different interventions on girls? education, are utilized to add depth and personal insights to the data from the published reports. At the conclusion of the study, I make recommendations, with girls? capabilities in mind, about which interventions I think are the most beneficial and worth pursuing. Which strategies are the most effective at improving girls? access to schools and the experiences they have once they are there? Those that specifically address issues of quality, rather than just access, seem likely to have the most beneficial effects on girls? capabilities.

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Amy, Worrall. „Not a Girl, Not yet a Woman. : How do I look at Girls?“ Thesis, Konstfack, Keramik & Glas, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-6336.

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I’m not a girl, not yet a woman, but I do have popular sensibilities. Pop music plucks ideas and symbols from where ever it pleases to create a new narrative. So do I. Reflecting on how I see women and how the gaze of others affects this. By mapping my magpie like collection of images, songs, paintings and films I tell the story of my girl gang. My ceramic sculptures are a physical manifestation of my research into different ways of looking at girls.

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Wolbe, Susan C. „The Impact of Kolot's Rosh Hodesh: It's a Girl Thing! on Adolescent Girls“. Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4922/.

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The purpose of this mixed-method study was to examine the impact, if any, of Kolot's Rosh Hodesh: It's A Girl Thing! on adolescent girls in the areas of friendship, school issues, family issues, body image, and assertiveness after participating in the religious-based program for nine monthly modules. Participants completed pretests and posttests in the areas of self-concept and basic Jewish knowledge. Quantitative results demonstrated statistically significant results in the areas of basic knowledge of Jewish female role models, values, and traditions, and statistically significant results in the areas of general, parental/home, and global self-concept. Qualitative results revealed inconsistent results with application of lessons taught, with some effect being acknowledged in the areas of friendship, gossip, bullying, self-defense, and assertiveness.

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Conaway, Sandra B. „Girls who (don't) wear glasses the performativity of smart girls on teen television /“. Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1182800368.

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White, Laura S. „Reducing Stress in School-Age Girls: Mindful Awareness for Girls through Yoga (MAGY)“. Thesis, Boston College, 2010. http://hdl.handle.net/2345/1415.

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Thesis advisor: Joyce Pulcini
This randomized intervention study examined the efficacy and feasibility of a stress reduction program using mindful movement to decrease levels of perceived stress, facilitate coping, enhance self-esteem, and self-regulation in school-age girls. School-age children experience stressors with serious sequelae and need to respond with multiple coping strategies. Girls use maladaptive coping strategies and report lower self-esteem. Evidence-based interventions for stress management in children are scant, contributing to missed opportunities for preventing illness and promoting health. Mindfulness-based stress reduction is a training program of awareness-based practices, including yoga, which was adapted to the development of school-age girls. The questions included: (1) To what extent do school-age girls who participate in an eight week mindful movement intervention report significantly different levels of perceived stress, effectiveness and number of coping strategies, levels of self-esteem, and self-regulation than girls in a wait-list control group? (2) To what extent is the dose of mindful movement inversely correlated with perceived stress and positively correlated with effectiveness and number of coping strategies, self-esteem, and self-regulation? A sample of fourth and fifth grade girls was recruited from two public schools randomized as intervention and wait-list control. The intervention group met one hour a week for eight weeks and completed ten minutes of daily homework. Repeated Measures Analysis of Variance with an intention to treat analysis (n=155) was used. No differences between groups were found. Both groups reported increased self-esteem and self-regulation over time. Compared to the control group, the intervention group was more likely to increase their frequency of coping (p< .05). The amount of home yoga practice predicted an increase in stress scores. Supplemental analyses found the intervention group was more likely to report increasing stress appraisals (p<.01). Coping frequency and stress appraisal scores were not correlated at Time 1 in the intervention group, but were positively correlated at Time 2. The intervention group may have become more aware of feelings associated with stress and generated coping, or may have experienced increasing stress as part of mindfulness training. School-based mindfulness interventions are feasible and may be coordinated by school nurses, but require more investigation. Limitations, implications, and suggestions for future research are discussed
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Connell School of Nursing
Discipline: Nursing

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Kuwata, Naoko. „Making girls modern : the introduction of uniforms for Japanese school girls, 1914-1939“. Thesis, University of Manchester, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.725643.

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Conaway, Sandra B. „Girls Who (Don’t) Wear Glasses: The Performativity of Smart Girls on Teen Television“. Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1182800368.

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Kahumoku, Emily Pearl Vazsonyi Alexander T. „Objectification culture a study of the relationships between objectified body consciousness, mental health, body image and risky sexual behavior in adolescent females /“. Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Human_Development_and_Family_Studies/Thesis/Fessler_Emily_35.pdf.

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Gosling, Juliet. „Virtual worlds of girls : exploring the 20th-century British genre of girls' school stories“. Thesis, University of Kent, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369642.

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Billingsley, Cryslynn C. „What about Us? For Girls between Worlds| How Black Girls Navigate White High Schools“. Thesis, University of Missouri - Saint Louis, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10977071.

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This qualitative study is about the experiences and challenges Black girls have while attending predominantly White high schools and what they are doing to navigate that particular space. The purpose of this study was to explore and understand more about how Black girls navigate White space as minority members of a system that was not originally intended for them. Through semi-structured interviews, Black girls were asked directly to share their lived experiences. This study hopes to illuminate and amplify the voices of Black girls and help others see them by giving them a platform to discuss and tell their stories. It also aims to create agency in Black girls by asking them to examine the challenges they face while attending predominantly White high schools and how they navigate that particular setting and make it work for them.

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So, Lai-ying Lisa. „A cross-sectional study of skeletal, dental, physical growth and sexual maturity of 12-year-old southern Chinese girls in Hong Kong“. Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/hkuto/record/B3195389X.

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Pi, Tsui-man Angelina. „Redevelopment of Diocesan Girls' School“. Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B31983029.

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Thesis (M.Arch.)--University of Hong Kong, 1996.
Includes special report study entitled : The role of computers in future education : implications on school & classroom design. Includes bibliographical references. Also available in print.

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Pi, Tsui-man Angelina, und 畢翠文. „Redevelopment of Diocesan Girls' School“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31983029.

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Jacobs, Andrea Elizabeth. „Girls and examinations, 1860-1902“. Thesis, University of Winchester, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274440.

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Examinations in England and Wales were a nineteenth -century invention closely connected to the ongoing development of a more modern and meritocratic society. The first examinations in secondary schools began during the 1850s. The middle of the century also saw active movements to improve the position of women in society and to secure better education for the poor of both sexes. Against this background of change, the thesis draws together a variety of sources in order to analyse the educational, social and economic significance of the development of examinations for girls from different social classes between 1860 and 1902. There are two major recurring themes within the thesis. First, the relevance of orthodox perceptions of appropriate future roles in society according to social rank and gender that led to different education provision both between middle-class and working-class children, and between boys and girls. Second, that in spite of such disadvantages some girls achieved success in examinations benefiting them, within a limited framework, educationally, socially and economically. Reflecting these major themes, which can be defined as objective structures on one hand and subjective action on the other, thesis data is analysed, in five central substantive chapters, within a gender history methodology allied to the `thinking tools' of the social theorist Pierre Bourdieu. Gender history methodology acknowledges the way in which gendered identities contribute to unequal power structures in society, while recognising women's strengths and individuality. Bourdieu questions how stratified systems of hierarchy and domination in society persist and are reproduced while arguing against an apparent determinism by emphasising that individuals have a role in defining their futures. The examinations specifically discussed within the thesis include those of the Universities of Cambridge, London and Oxford, the College of Preceptors, the Department of Science and Art, the Society of Arts and the City and Guilds of London Institute. The consequences of the examinations under the Revised Code of 1862 for working-class children in elementary schools are also analysed.

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Abreu, Bruna Batista. „Eleven things that girls love“. Florianópolis, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/100778.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.
Made available in DSpace on 2013-06-25T22:33:30Z (GMT). No. of bitstreams: 1 308129.pdf: 14388871 bytes, checksum: 77c9e8be6e2d41dc0503a258fe1f6b05 (MD5)
In Brazil, the comic books Turma da Mônica are very popular and widely read. In 2008, a new comic book from the same brand, called Turma da Mônica Jovem, was released. It presents the same characters eight years older, as adolescents, involved in several activities, ranging from supernatural to everyday-life ones. Considering gender issues in contemporary society and the impact media texts have in readers' lives, the present study aims at unveiling the representations of femininity linguistically construed as regards the female characters in Turma da Mônica Jovem. The issues selected are the ones delivered between August 2008 and July 2011 dealing with everyday-life experiences. The investigation involves a detailed verbal and visual analysis of one story in one of the issues, entitled Eleven things that girls love, and an intertextual analysis in which the other selected issues are also considered. The theoretical background supporting such analysis includes systemic-functional linguistics, grammar of visual design, critical discourse analysis, and gender studies. Deriving from the detailed analysis, four analytical categories regarding the representations of femininity in the comic book arose: (1) concerns about boys; (2) financial and emotional dependence; (3) concerns about social status; and (4) concerns about physical appearance. These categories are discussed and expanded to the other selected issues, which provide further textual evidence for the findings. It was observed that although there are some discursive changes in certain events in some issues of Turma da Mônica Jovem, the comic book in general reinforces several gendered discourses.
Gibis da Turma da Mônica são bastante populares e amplamente lidos no Brasil. Tamanho sucesso permitiu que em 2008 fosse lançada uma nova publicação, a Turma da Mônica Jovem. Neste lançamento, os mesmos personagens são apresentados oito anos mais velhos, como adolescentes, envolvidos em diversas atividades, tanto sobrenaturais como também as chamadas aventuras do dia a dia. Considerando questões de gênero e o impacto que textos de mídia podem causar nos leitores, o presente estudo tem como objetivo investigar as representações de feminilidade linguisticamente construídas no novo gibi. Os números selecionados foram lançados entre Agosto de 2008 e Julho de 2011 em que os personagens lidavam com aventuras do dia a dia. A pesquisa envolve uma análise verbal e visual detalhada de uma estória em um dos números, intitulada Onze coisas que as garotas amam, e uma análise intertextual em que os outros números selecionados também são considerados. O arcabouço teórico inclui a linguística sistêmico-funcional, a gramática visual, a análise crítica do discurso, e estudos em gênero social. Partindo da investigação detalhada, quatro categorias de análise acerca da representação de feminilidade no gibi se revelaram: (1) preocupação com garotos; (2) dependência financeira e emocional; (3) preocupação com status social; e (4) preocupação com aparência física. Estas categorias são discutidas e expandidas para as outras edições selecionadas, que proporcionam evidências textuais para os resultados. Observou-se que embora haja algumas mudanças discursivas em certos eventos em algumas edições da Turma da Mônica Jovem, o gibi ainda reforça vários discursos engendrados.

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Grimes, Jessica L. „God's plan for teenage sexuality developing three equipping sessions to teach healthy, biblical sexuality to teenage girls : a research project and equipping sessions /“. Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p074-0066.

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Taylor, Margaret A. Paulsen. „An interpretive study of the health experiences of runaway and homeless girls“. Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035986.

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Parker, Pauline Frances, und paulinefparker@gmail com. „Girls, Empowerment and Education: a History of the Mac. Robertson Girls' High School 1905-2005“. RMIT University. Global Studies, Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080516.164340.

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Despite the considerable significance of publicly funded education in the making of Australian society, state school histories are few in number. In comparison, most corporate and private schools have cemented their sense of community and tradition through full-length publications. This history attempts to redress this imbalance. It is an important social history because this school, Mac.Robertson Girls' High School can trace its origins back to 1905, to the very beginnings of state secondary education when the Melbourne Continuation School (MCS), later Melbourne High School (MHS) and Melbourne Girls' high School (MGHS) was established. Since it is now recognised that there are substantial state, regional and other differences between schools and their local communities, studies of individual schools are needed to underpin more general overviews of particular issues. This history, then, has wider significance: it traces strands of the development of girls' education in Victoria, thus examining the significance and dynamics of single-sex schooling, the education of girls more generally, and, importantly, girls' own experiences (and memories of experiences) of secondary schooling, as well as the meaning they made of those experiences. 'Girls, Education and Empowerment: A History of The Mac.Robertson Girls' High School 1905-2005', departs from traditional models of school history writing that tend to focus on the decision-makers and bureaucrats in education as well as documenting the most 'successful' former students who have made their mark in the world. Drawing on numerous narrative sources and documentary evidence, this history is organised thematically to contextualise and examine what is was like, and meant, to be a girl at this school (Melbourne Continuation School 1905-12; Melbourne High School 1912-27; Melbourne Girls' High School 1927-34, and Mac.Robertson Girls' High School from 1934) during a century of immense social, economic, political and educational change.

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Suddath, Suzanne Virginia. „Engaging girls in the use of technology : codifying software design characteristics that address girls' needs“. Thesis, Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/17522.

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50

Bodey, Katrina Renae Wood Julia T. „Who are they to judge? reconceptualizing voice and resistance in girls' lives through girls' perspectives /“. Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2363.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.
Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Communication Studies." Discipline: Communication Studies; Department/School: Communication Studies.

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