Dissertations / Theses on the topic 'Boys in the Island'
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1
Boyd, Laura Jean. "Mythologizing the History of Easter Island through Documentary Films." Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/boyd/BoydL1205.pdf.
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Documentaries have the power to rewrite history and perpetuate myths in our society. In the case of Easter Island, documentary filmmakers have sensationalized the history of the Rapa Nui people, dwelling on dramatic concepts such as eco-disaster, cannibalism and mysteriously vanishing cultures. As a result of poor filmmaking, we have a mythologized history of Easter Island. In my attempt to create a science-based documentary about an issue affecting contemporary Easter Island society, this mythologizing of history became a major obstacle. It became apparent that I had to first inform audiences to the fact that they had been misinformed by previous documentaries about Easter Island and I had to change their interpretation of the alleged facts. In my thesis paper I examine the documentaries that created sensational statements about the island and reveal why documentary filmmakers rely on dramatic elements. I also examine my approach to the process of making my graduate thesis film, Caballo Loco on Easter Island, and review the methods I used to ensure the people of Rapa Nui were accurately represented.
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Oravetz, Jonathan Randal. "Morphological impacts of Hurricane Katrina on Petit Bois Island, Mississippi." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000115.
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Davis, Jenny, and n/a. ""Principal, he's the boss": power, culture and schooling on Saibai in the Torres Strait Islands." University of Canberra. Professional & Community Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20060427.084424.
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This thesis examines issues of power, culture and schooling as they apply
to an indigenous community located on Saibai Island in the Torres Strait
of northern Australia. The thesis combines literature research with
ethnography to consider Saibaian schooling in various contexts. These
include the history of schooling in the region, the relevant educational
literature and the actual physical and social contexts of schooling on
Saibai. Early chapters deal with methodology, history and educational
literature. Later chapters deal with ethnographic material using the
themes of separation, culture and collaborative decision-making to
organise the data. The work of Michel Foucault informs the analytical
approach to issues of power. Hence power is considered to be ubiquitous,
productive and linked to issues of knowledge and culture. School
principals are identified as key figures in schooling and therefore play a
major role in the thesis. As the principals are all men of non-Islander
(anglo) backgrounds, this thesis represents a significant break from works
within the realm of indigenous education that are heavily influenced by
cultural anthropology and tend to focus only on the Aboriginal or Islander
participants as objects of study.
The thesis considers how Saibaian people are excluded from schooling
through various techniques and practices that tend to place the principal in
a position of autocracy vis a vis the school. Furthermore, I show how
various schooling practices that aim to include community members in
schooling are shaped and transformed such that they actually serve to
entrench the principal in his position of control over schooling. This
applies even in the way that cultural activities are incorporated into the
school illustrating that no aspect of schooling is immune to relations of
power. Indeed, the notion of Saibaian Islanders belonging to a unique
cultural group is used by some principals to argue that they are unsuited to
roles within the school's decision-making process. Ultimately, then, this
thesis is about relations between school principals and community
members in the context of schooling on Saibai Island.
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Hartley, Bonny. "Why boys will be boys: stereotype threat and boys' academic underachievement." Thesis, University of Kent, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.592669.
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This thesis examines whether stereotype threat contributes to boys' relative academic underachievement, whereby negative expectations about gender and performance become self-fulfilling. I present five studies that determine the role that stereotype threat plays in boys' academic underachievement. I begin by exploring children's and adults' acquisition and awareness of a stereotype that boys are academically inferior to girls. I then determine whether this stereotype impairs boys' academic performance, and whether it is possible to counteract these effects. My first empirical chapter documents the existence of a stereotype which portrays boys as inferior students to girls. Study I (n = 238) examined the age at which primary school children acquire the stereotype that boys have poorer scbool conduct and achievement compared to girls, and perceive that adults also endorse this stereotype. Results showed that girls from age 4 and boys from age 7 believed, and thought adults believed, that boys are academically inferior to girls. Study 2 (n = 121) determined that one of the most relevant sections of the population for children - teachers - endorse similar stereotypes about young male academic inferiority, and perceive that children share this belief Study 3 (n = 123) established that this stereotype portraying males as inferior students is endorsed in the wider population outside the specific school context. More specifically, university students endorsed stereotypes which portray female university students as academically superior to male students, and meta-stereotypes that lecturers share this belief. Similarly, they stereotyped schoolgirls as academically superior to schoolboys, and believed that school children perceive girls as superior students. This study also explored how sexist ideologies may influence perceptions of male vs. female academic superiority. My second empirical chapter examines how these gendered academic stereotypes may affect primary school children's test performance. Study 4 (n = 162) tested whether boys are vulnerable to stereotype threat effects by examining whether a message distilling this cultural stereotype influences their performance. Informing children (aged 7-8 years) that boys tend to do worse than girls at school hindered boys' performance on reading, writing. and maths tests compared to a control group who did not receive this information. Girls' performance was unaffected. Study 5 examined whether it is possible to nullify stereotypes about male academic inferiority by informing children aged 6-9 (n~ 184) that boys and girls were expected to perform equally well. This improved the performance of boys and did not affect that of girls. Taken together, these studies document the important role that stereotype threat may play in boys' academic underachievement. The findings advance the educational literature regarding the causes of and solutions to boys' underachievement, and extend the social psychological literatures on gender stereotyping and stereotype threat to this new domain. The educational literature and policy regarding boys' academic underachievement has been dominated by ===assumptions that boys are different from girls in essentialist, often biological tenns, whereas I examine this issue from a social constructionist perspective. Since children are not born with academic gender stereotypes, they must be receiving social cues that girls are stronger academically and expected to do better than boys - cues that can be made salient or diffused. This thesis provides the first evidence as to when gender stereotypes about male academic inferiority develop in childhood, how they may threaten school perfonnance, and how they may be made the focus of remedial interventions.
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Reges, Marcelo. "Brazilian boys." Florianópolis, SC, 2004. http://repositorio.ufsc.br/xmlui/handle/123456789/87573.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Filosofia e Ciências Humanas. Programa de Pós-Graduação em Antropologia SocialMade available in DSpace on 2012-10-21T22:16:33Z (GMT). No. of bitstreams: 1 200089.pdf: 1665538 bytes, checksum: 34fd772ae09ad26d0db956a3f3c81d30 (MD5)
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Honea, Benjamin D. "Comanche Boys." UKnowledge, 2016. http://uknowledge.uky.edu/english_etds/44.
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Comanche Boys is a novel that was written and revised during Benjamin Honea’s time at the University of Kentucky. The novel focuses on Brandon, who lives in rural southwest Oklahoma, and how the arrival of two people in his life, one old and one new, changes his future irrevocably. Taking place at the intersections of modern American and Native American life, the narrative explores history, culture, mythology, faith, despair, racism, poverty, vengeance, and justice. The struggles of the past and present, the lost and reclaimed, propel and pervade the lives of the characters.
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Mueller, Jonas. "The Boys' Republic." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5345.
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The young men in The Boys' Republic live in a world that is continually falling apart. Their houses collapse into sinkholes, forest fires carve out chunks of their towns, plague spreads through their communes, the money runs out on the construction project where they work. This decay mirrors their own collapsing identities, as they are forced to question their mastery of nature, their nostalgia for their youth, their relationships with others, and the value of masculinity itself. Drawing on the work of writers like Dennis Cooper, Flannery O'Connor, and Benjamin Percy, The Boys' Republic depicts men in the midst of both an economic and an emotional recession. Some, like Carson in Hotel or Zachary in Ignus Fatuus, are trapped in their decaying suburbs by youth, poverty, or habit. Others, like Jared in Corona Radiata or Nick in The Boy's Republic, have fled or been ejected from them. Either way, they are haunted by them, and by the selfish, insecure, destructive behavior that they learned there. The Boys' Republic is about boys confronting their own selfishness, and each other's, in a world that can no longer accommodate it but offers no easy replacement.M.F.A.
Masters
English
Arts and Humanities
Creative Writing
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Minor, L. Alvis. "Wet, wet boys." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2332.
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Stump, Brandon, and Brandon Stump. "The Palimpsest Boys." ScholarWorks@UNO, 2017. https://scholarworks.uno.edu/td/2434.
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Adams, James Mack. "Tybee Island." Digital Commons @ East Tennessee State University, 2000. https://www.amzn.com/B01NANDHB1/.
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Tybee Island is a tiny piece of land, only-two-and-a-half miles long and two-thirds of a mile wide; however, its strategic location near the mouth of the Savannah River assigned to it an important role in the birth and history of the state of Georgia. Over this coastal community five flags have flown, representing Spain, France, England, the Confederate States of America, and the United States of America. Using numerous vintage photographs from the archives of the Tybee Island Historical Society, Tybee Island guides the reader through over two hundred years of history. Although much of its history is linked to nearby Savannah, Tybee is singular among Georgia’s coastal islands, and has a history and lore that is uniquely its own. This visual journey begins with the building of Georgia’s oldest and tallest lighthouse, and continues through Tybee’s involvement in the Civil War. Also covered are the island’s later roles as a military installation, a popular coastal resort, and a residential community. Vintage photographs recall earlier days on Tybee, when the island was known as “Ocean City,” “Savannah Beach,” and, to some, “the best kept secret on the East Coast.”https://dc.etsu.edu/alumni_books/1029/thumbnail.jpg
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Beebe, Samuel Roberts. "Misery Island." Thesis, Boston University, 2013. https://hdl.handle.net/2144/12052.
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Thesis (M.M.)--Boston UniversityMisery Island is a monologue for high soprano and string quartet. The libretto, written by Nerissa Cooney, includes original verse as well as fragments from Henry David Thoreau's Walden Collaboration during the production of the libretto offered an opportunity to pian the emphasis and phrasing of the text; in particular, via our voices, we could each express our own "reading" of the text to each other This process often revealed dynamics and stresses embedded in the text. Being able to volley ideas and rewrite the text established many themes that would be explored as music later on. I refer to the five movements in the piece as a monologue because it is intended as a single dramatic statement. The libretto offered a bounty of opportunities to compose music with the intention of adding a particular perspective to a given text. I specifically tried to keep the performance in mind while composing, attempting to support the vocalist dramatically with the quartet material, in general, I tried to make a piece in which the text and the music are mutually supportive. In a sense, a major goal of mine was to let the text drive the music to places it would otherwise not have gone. The challenge of experimenting with new ideas in composition while striving to best represent a desired dramatic effect or scenario has proved itself to be a fruitful way of finding fresh material with purpose and character Misery Island was premiered at the Boston University Concert Hall on April 8, 2013, with Katrina Galka singing, Nelli Jabotinsky and Hyunji Kim on violin, Evan Perry on viola, Robert Mayes on violoncello, and the composer conducting.
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Deaton, Michaela. "Coney Island." Digital Commons at Loyola Marymount University and Loyola Law School, 2021. https://digitalcommons.lmu.edu/etd/981.
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Tumarirungu, Patricia, and Victor Jonasson. "Hegemonisk maskulinitet bland Boys : En tematisk studie kring hegemonisk maskulinitet i Boys." Thesis, Stockholms universitet, JMK, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-125590.
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Genom denna studie har vi för avsikt att få en större förståelse kring gestaltningen av maskulinitet. Detta kommer vi att uppnå genom att analysera samtida medierepresentationer av män, i form av tv-serien Boys. Syftet med studien blir således att undersöka hur maskulinitet gestaltas i Boys. De teoretiska begrepp som kommer användas i studien är hegemonisk maskulinitet och homme-com, där vi med hjälp av en tematisk analys kommer studera fyra avsnitt från serien. Den tematiska analysens fria karaktär i det att den tillåter forskaren att använda olika teoretiska ramverk var en bidragande orsak till valet av metod. Analysen har varit driven av en induktiv karaktär då vi förvisso har med teman som kommer från våra frågeställningar men vi har även med andra teman som fått vår uppmärksamhet under analysens gång. I serien Boys uttrycks en intimitet och känslomässig relation mellan karaktärerna, där vi kan se en mansroll under förändring. Det är inte så enkelt som att säga att det finns en hegemonisk maskulinitet i tv-serien Boys. Det finns snarare flera olika nyanser av maskulinitet representerade i serien. Vissa av dem uppmuntrar utåt sett jämställdhet, men reproducerar emellertid ändå patriarkala ideologier, om än omedvetet. Detta trots deras intention att motarbeta dessa krafter. Därför landar en av de viktigaste slutsatserna kring serien i att hegemonisk maskulinitet är ett mer komplext begrepp än vad som tidigare diskuterats. Det finns därför ett behov av att forska vidare kring ämnet för att kunna slå fast exempelvis vad som egentligen utgör en hegemonisk maskulinitet.
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Carmickle, Justin. "Beautiful Boys: A Novel." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3800.
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A contemporary novel spanning thirteen years in the lives of an Indiana family. A boy enters abusive relationships with men in the belief he does not deserve love, a woman abandons her only son because of her alcoholism, a gay father learns to navigate the line between his personal life and that of being a parent. A story in which a family learns to grow, to mature, to forgive their past mistakes and exorcise the demons that haunt them.
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Leppälä, Marko. "Boys will be boys : några exempel på hur kön konstrueras i en skola." Thesis, Linköping University, Department of Thematic Studies, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1208.
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Denna studie med titeln ”Boys will be boys - några exempel på hur kön konstrueras i en skola” är en kvalitativt inriktad studie där intervjuer och observationer har legat till grund för resultatet. Analysarbetet har skett utifrån olika teorier om hur kön konstrueras och befästs i samhället. Syftet med undersökningen var att se hur några lärare ser på kön och vilka konsekvenser detta får för verksamheten i skolan. Lärarna tyckte sig se skillnader mellan könen och dessa förklarades bero på både sociala faktorer och biologiska skillnader. Det visade sig också att lärarnas medvetenhet att uppmärksamma flickor lika mycket som pojkar inte alltid fungerade i praktiken.
This study ”Boys will be boys – a few examples of construction of gender in a school”, is a qualitatively focused study where the result has been based upon interviews and observations. In the study of analysis different theories of how gender is constructed and established in society, have been used. The purpose for my inquiry was to find out how a few teachers regarded gender and what the consequenses were on the work in school. The teachers thought they saw differences between the sexes and these were explained to be due to both social factors and biological differences. It also turned out that the teachers awareness of noticeing girls as much as boys did not always work in reality.
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Toussaint, Julian. "Time for the boys? Gender equity policy, masculinities and the education of boys." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16012/.
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Since the early 1990s, there has been an increasing focus on the education of boys in the media, impacting more recently on education policy processes. Some previous research has documented the background to this focus, including the impact on earlier policies and programs addressing the education of girls. However, the ways in which discourses about masculinity have informed gender equity policies in education have not been analysed at a fine-grained level. This study identifies the major perspectives involved in debates about the education of boys, and the various discourses informing them 1) advocates for boys' perspectives informed by discourses including biological essentialism and anti-feminism; 2) feminist and profeminist perspectives and discourses; and 3) social psychological perspectives and discourses. A theoretical framework for understanding discourse and policy, as well as gender and masculinities is developed, drawing on critical discourse theory and theories about gender relations. Using critical discourse analysis, drawing on the work of Fairclough, I analyse the discourses about masculinity informing two recent policy documents: Gender Equity: A Framework for Australian Schools and Education Queensland's Boys Education Strategy. The study found that the Gender Equity Framework was primarily informed by (pro)feminist discourses, although advocates for boys discourses informed the Framework in significant ways as well. The Boys Education Strategy, while primarily framed by advocates for boys' discourses, was largely informed by (pro)feminist discourses at the micro level. In both cases, discourses marginalised in the broader culture and in the debates generally, such as those associated with marginal sexualities or minority cultural groups, were found to be marginal. These findings have implications for policy and policy processes, gender equity policy and for teacher education. In particular there is a need for further research on the role of the media in policy processes as well as work on developing teacher understanding of and responses to policy processes and the construction of gender and masculinities.
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Pointet, Andrew John. "Boys and achievement : a case study investigation into boys' achievement at secondary school." Thesis, University of Southampton, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427709.
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Gerdin, Göran. "Boys will be boys? Gendered bodies, spaces and dis/pleasures in Physical Education." Doctoral thesis, University of Auckland, New Zealand, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45615.
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In this thesis I argue that in order to change the social influence of dominant discourses of gender in PE, which have previously been subject to sustained critique, there is a need to examine the discourses that constitute pleasure within PE. Such an examination is justified due to the broad social significance of pleasure but specific absence of empirical investigations within PE. My prime research questions, accordingly, asked: (i) How do boys’ performances of gender in PE articulate with dis/pleasures? (ii) How are spaces and bodies implicated in these performances? These questions were answered via ethnographic data, generated through a participatory visual research approach (Pink, 2007), involving observations, video recordings, focus groups and individuals interviews, with 60 Year 10 (ages 14-15) boys participating in PE at a single-sex boys’ secondary school in Auckland, New Zealand. In order to interpret the visual and verbal data I utilised the works of Michel Foucault and Judith Butler to explore how pleasures work as the productive effect of power (Foucault, 1985). The findings suggest that pleasures are produced in PE when boys perform gender in a way that typically conforms to discourses related to fitness, health, sport and masculinity. Beginning with a spatial analysis, I highlight how the boys derive pleasures from the power articulated in and through the performative spaces (Gregson & Rose, 2000) of PE. This exploration is extended further to a study of the discourses of PE that have co-produced these pleasures. Finally, the thesis demonstrates the materialisation (Butler, 1993) of pleasurable bodies within the discursive practices of boy’s PE. This thesis illustrates how boys’ performances of gender in PE can, correspondingly, be understood as a co-construction of pleasures, spaces and bodies, where each depends on the other so, that they are constituted reciprocally. I argue that this reciprocal constitution can be problematic as the gendered pleasures can ‘lock’ PE into ‘traditional’ forms that legitimate and produce inequitable sets of gendered power relations. That is, the discourses and relations of power in boys’ PE that produce certain pleasures can, at times, also induce dis/pleasures (e.g. as associated with exclusion, humiliation, bullying and homophobia). In sum, this thesis draws attention to pleasures as an educational, productive practice in boys’ PE while at the same time offering a critique of such pleasurable moments within this context. PE teachers need to be aware that they are not only enabling students’ experiences of pleasures, but they are also influential in (re)producing gendered understandings about the dis/pleasures of learning in, through and about movement in PE.
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King, Brian E. M. "Creating island resorts /." London : Routledge, 2001. http://catalogue.bnf.fr/ark:/12148/cb401959722.
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Mathapati, R. G. "Abbas, an island /." Agra (India) : Current Publications, 2006. http://catalogue.bnf.fr/ark:/12148/cb413320696.
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Guaraldo, Anthony Louis 1973. "Roosevelt Island, NYC." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/27055.
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Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 2004."June 2004."
Includes bibliographical references (p. [96]).
(cont.) or ground. Setting a mediating datum will be necessary given the overwhelming horizontal datum set by the bridge.
A clear discontinuity with the larger city of New York and with the present community exists at the site. Accepting the fragmentation and aggregation (the unfinished quality) of the existing context represents the beginning of the design process. Promoting diversity, evoking sensuality through form and materiality and promoting a sense of heterogeneity will be interfused with the existing discontinuity. The design process shall be committed to a changing role in types and degrees of a variety of generative sources, depending on the relationships of these factors that arise when addressing the specific problem. All of the possible generative sources will be developed and assigned equal weight, developing numerous architectural elements or fragments. A temporary strategy requiring flexibility as to the role and the degree of influence of each of the sources will be developed and defined, Through these operations, a catalogue of inclusive solutions were made available and fused to produce a rational and calibrated design attitude. A programming and formal strategy evolved through discovery rather than irnplementation. Diagramming exercises mapping circulation, form plausibility, existing arid expected context and the hybrid program was developed with wellness as the point of programmatic departure. Reflecting both fact/science or tangible (subtly fixed generative) and intuition/idiosyncrasy or intangible (element of contradicting generative) the diagramming establishes points of formal/spatial departure. The design process will focus on a continuous matrix of architecture mediating between 'built' and 'found.' The built can be explained as that which dominates the sky or air. The found, explained as dominating surface
by Anthony Louis Guaraldo.
M.Arch.
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Jones, Emma Davidson. "An Island Escape." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/44306.
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Rosenfeld, Kristen Marie. "Ecology of Bird Island, North Carolina: an uninhabited, undeveloped barrier island." NCSU, 2004. http://www.lib.ncsu.edu/theses/available/etd-07122004-185722/.
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Barrier islands include some of the most endangered and fragmented ecosystems on the Atlantic coast, providing critical habitat for many species, including some that are threatened and endangered. As the vast majority of these islands have been developed for human usage study and protection of the few remaining undeveloped and undisturbed islands is critical. This study was undertaken in order to characterize the vascular plant communities on Bird Island, an uninhabited, undeveloped barrier island on the border of North and South Carolina, with the objectives of a thorough survey of flora, vegetation, and environment, classification of plant communities, and multivariate analysis of vegetation and environmental data. A floristic inventory of the island and its associated marshes was conducted during the growing season (May-November) of 2002 and 2003. One hundred four 100m2 plots were inventoried for vegetation and environment using protocols developed by the Carolina Vegetation Survey. Plant communities were identified according to the National Vegetation Classification, the Classification of the Natural Communities of North Carolina, and the Carolina Vegetation Survey. Interpretation of vegetation patterns was based on multivariate analysis of vegetation and environmental data. Ninety-one vascular plant species in 35 families, including 4 exotic species, were distributed across 12 communities. Communities on Bird Island appear to be distinctive when compared to those described for other barrier islands in the region. Additionally, the vegetation survey on Bird Island revealed suitable habitat for the federally listed Seabeach amaranth (Amaranthus pumilus); an important dune-building annual of the North American Atlantic coast. Surveys of the late 1980s and early 1990s documented small populations of Seabeach amaranth on Bird Island, but our work found no indication of a population in either 2002 or 2003. Seabeach amaranth?s existence range-wide is threatened by habitat loss and fragmentation, herbivory, and anthropogenic disturbances such as beach driving, hardening, and raking. Published work on this species has been limited, but observations of natural, experimental, and restored populations have indicated relationships between distance from the ocean and both survivorship and reproduction. To quantify this relationship, 314 plants were transplanted at varying distances from the ocean. Plants were monitored monthly from June until December 2003. We found that distance from the ocean had a significant effect on survivorship, size, and reproduction; however, presence of webworms and ghost crabs did not have significant effects on size or reproduction. Distance from the ocean combined with complex factors such as over wash and soil salinity appear to be important indicators of success for both natural and restored populations of this species, and landscape position should be incorporated into future conservation and restoration efforts for A. pumilus in the Carolinas and elsewhere. Overall, we found that the vegetation of Bird Island is mostly intact, with few exotic, invasive species present. Bird Island?s protected status and limited presence of invasive species make it suitable habitat for continued protection and further restoration of rare, threatened, or endangered species, such as Seabeach amaranth. Atlantic barrier islands in general provide distinct community types combined with a small species pool, a combination that may provide a model for examination of larger ecological questions.
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Rosenfeld, Kristen Marie Wentworth Thomas R. Suiter Dale William. "Ecology of Bird Island, North Carolina an uninhabited, undeveloped barrier island /." Connect to this title online, 2004. http://www.lib.ncsu.edu/theses/available/etd-07122004-185722/.
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Garcia-Santos, Marina. "What about the boys in school?Exploring the underachievement of boys in compulsory schools." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36457.
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The underachievement of boys in school seems to be the general norm in many countries. Many studies have tried to find the key to this problem; still, no one seems to have found it. Studies about brain research, boys’ attitudes or motivation are trying to find the final solution and the appropriate strategies to address the problem. This degree project has chosen to explore if single-sex classrooms can enhance boys’ achievement in the language classrooms. Many scholars seem to be convinced that single-sex teaching can be the solution of the underachievement of the male students in compulsory schools. However the findings of this degree project show that more work must be done in this field to accept single-sex teaching as the solution to close the gender gap. Many recent articles, books and documents about the actual topic have been reviewed to give some light to this degree project.
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Wesley, John. "Mulcaster's boys : Spenser, Andrewes, Kyd." Thesis, St Andrews, 2008. http://hdl.handle.net/10023/602.
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Tung, Siu-man Simon, and 董少文. "Redevelopment of Diocesan Boys' School." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3198485X.
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Tung, Siu-man Simon. "Redevelopment of Diocesan Boys' School." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25946171.
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Azzopardi, Joseph. "Human resourcefulness in Gozo : just managing in an island within an island." Thesis, University of Manchester, 2002. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511596.
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Sechrest, Etta K. "Agroforestry Practice Adoption Among Solomon Island Women On The Island Of Malaita." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/187.
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The goal of agricultural training is the adoption and diffusion of introduced agriculture techniques. New subsistence agricultural techniques have been introduced mainly to the male population in many developing countries, even though most subsistence farmers are women. Therefore, an understanding of how new subsistence agricultural techniques can be introduced and adopted by women would be important to achieve. This study focuses on women's adoption of agricultural techniques. It takes place on the island of Malaita, in the Solomon Islands. The study looks at the adoption of agroforestry and several other subsistence techniques that were introduced under a joint program by Peace Corps and the Malaita Agriculture Division between 1983 and 1989. Two Peace Corps volunteers were posted in North Malaita at Malu'u from 1983 to 1986. The Malu'u volunteers lived in the village of Karu for two and one-half years while introducing and teaching new agricultural practices. Two other Peace Corps volunteers were posted at the Dala Agricultural Training Center from 1987 to 1989, and worked with the residents of the nearby village of Kakara. In 1991, a two-month survey was conducted in the areas where the Peace Corps volunteers were posted, as well as in an area that did not have any Peace Corps volunteers posted. The findings of this study indicate that adoption of new agroforestry techniques is based on several factors. Who introduced the technology, the farmer's wealth, and being able to obtain income from market vegetables and other identified factors improved a respondent's chances of adopting new agroforestry techniques.
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Stephenson, Lauren Rachel. ""It's just boys being boys" : men, masculinity and class in the British 'hoodie horror' cycle." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/20700/.
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The British hoodie horror cycle is an often overlooked component of the so-called ‘British Horror Revival’ of the 21st-century. This thesis considers the cycle in detail, focusing on the representation and exploration of three key concepts: men, masculinity and class. It asks and offers answers to three key questions: where can the hoodie horror be located within the wider frameworks of horror and British cinema? How are working-class men and working-class masculinity, specifically, represented within this cycle? And finally, what can these representations reveal to the viewer about the surrounding social, political and historical contexts that have facilitated the cycle’s existence? Chapter One will develop a chronology of cinematic context and history, in order to effectively locate the cycle amongst its predecessors and contemporaries. Chapter Two explores the utilisation of landscape and the representation of the male body within the cycle, suggesting a potential symbiotic relationship between the two and investigating the implication of ‘classed’ landscapes and bodies. Chapter Three deals with the representation, specifically, of black working-class masculinity, and posits suggestions as to how and why these narratives differ from those dedicated to a white working-classness. Finally, Chapter Four will interrogate the use of the supernatural in several hoodie horrors, questioning how far the inclusion of a supernatural element makes explicit contemporary understandings of class and masculinity. Offering an in-depth study of the hoodie horror film in relation to its specific socio-historical context, this thesis utilises a self-aware ‘reflectionist’ approach in conjunction with a mixed methodological approach which incorporates sociological, historical and philosophical scholarship. In doing so, the thesis offers an understanding of hoodie horror as reflective and representative of contemporary perceptions of and attitudes towards class and masculinity in Britain.
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Björk, Lisa, and Elin Kjörrefjord. ""Boys will be boys" : En diskursanalytisk studie om hur förvaltningsrätten konstruerar kön i 3§ LVU." Thesis, Stockholms universitet, Institutionen för socialt arbete - Socialhögskolan, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-140485.
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This study examines how gender is discursively constructed in decisions by the administrative court in Stockholm regarding the care of young persons act. Previous studies have shown a great division in how girls and boys in child welfare have been treated in Sweden. The aim of this study is to investigate whether gender is still a factor in judgments from the administrative court, examine how gender is constructed and to what consequences this can lead. The empirical material consists of six judgments from the administrative court. To analyze how gender is constructed a discourse analytic tool is used. One result is, contrary to previous studies, that boys’ sexual behaviour can also be considered a problem. The focus for boys’ sexual behaviour is, however, their actions towards others, while girls’ sexual behaviour is considered a danger towards themselves. The girls are also described in more detail and their anti-social behaviour is constructed as more severe, even though the boys are described to have more far-reaching problems. Boys do not seem to be cared for in time, which is contradictory to the care of young persons act.
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Cavender, Jennifer J. "Capers Island a novel /." Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=552.
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Lee, Dohyun S. B. Massachusetts Institute of Technology. "To discover Hashima Island." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/106408.
Full textAbstract:
Thesis: S.B., Massachusetts Institute of Technology, Department of Architecture, 2016.Cataloged from PDF version of thesis.
Includes bibliographical references (page 55).
From 1916 to 1945, Japanese governments recruited Korean laborers from South Korea for coal mining. The laborers ranged from thirteen to nineteen years old-most of them were still middle school or high school students. Hoping to earn money as the government promised, but unaware of the hostility and danger to which they would be exposed, 600 young Korean laborers were sent to an island called Hashima Island. Hashima Island has been desolate since 1974 after its coal resources were depleted. Although the island is no longer in use, the current condition of the architecture of Hashima Island speaks the truth of the history. The perimeter of the island is surrounded by walls; the laborers were never able to escape the hostile situation nor had a chance look at the world outside of the island. The wall is composed of three different layers: pre-cast concrete, rocks, and noise barrier; the wall as a whole is three-meters thick. Although the physical distance between the interior and exterior of the island is only three meters, the historical distance stopped in the thickness of the wall. The wall, which is the most problematic yet potentially useful component of the island, has to be interrupted architecturally in order to re-vitalize the timeline of the Korean laborers. My thesis is to reveal the neglected and hidden histories of Korean forced laborers in Hashima Island through intervention upon the existing walls. By creating an outdoor city museum by transforming the wall, the architecture of the island is re-discovered. The wall is punctured, chiseled, carved, and shaped to create an episodic and linear path along the wall and to be in communication with the surrounding water, mountains, and ultimately the users. The wall allows water to overflow into the site, delineating the lowest topography, and provides access to the underground basement dormitories of the Korean laborers. The wall is no longer a static barricade; it performs as a moving network among the existing materials of the island and the visitors.
by Dohyun Lee.
S.B.
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Suarez, Dariel. "Stories from an island." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12645.
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Thesis (M.F.A.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
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Iizawa, Isao. "Urban Heat Island Circulation." Kyoto University, 2009. http://hdl.handle.net/2433/123927.
Full textAbstract:
Kyoto University (京都大学)0048
新制・課程博士
博士(人間・環境学)
甲第14712号
人博第448号
新制||人||110(附属図書館)
20||人博||448(吉田南総合図書館)
UT51-2009-D424
京都大学大学院人間・環境学研究科環境相関研究専攻
(主査)准教授 酒井 敏, 教授 鎌田 浩毅, 教授 石川 尚人
学位規則第4条第1項該当
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Van, Thielen Tessa. "From object towards island." Thesis, Konstfack, Institutionen för Konst (K), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-5924.
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A NOTE FROM ME TO YOU ABOUT WHAT I WILL BE HIDING In a moment I will introduce myself to you as a storyteller and a constant traveller; bothdescriptions are accurate and so is the description of an ‘object maker’. In combination withstories, objects are created and either the story or the object is presented, and so you will have tosettle for only one element in the upcoming writings. Singular edition photographs, books or evenengraved instruments will be hidden from you during the tales. Documentation; this could be the simplest way of describing my method, things are simplywitnessed and written down, or traces are caught on camera. Objects as documentation and thenthe reverse; stories within stories and photographs within photographs. There is an aim to makeall information obtained into a riddle.It is experiences which trigger these tales: people I meet, or texts which magically match with reallife events and synchronize. I use the word ‘magically’ since my own plans always turn out to bedisappointing. I attempt to plan, but often something else takes over; leaving chance to create thework. Most objects involved are rather small and simple; there exists a distance between these objectsand you. They are about their own details; about the small engravings one might pass; about thewood used for the framing and about the printing process which makes a blue bright. They areabout time; they require time. Time to reveal the amount of information they keep captured withinthemselves. They are about places; they require space to breath in and out. The photographic is present in these tales and it is also the photographic which makes me hidethese objects from you now; to reveal or hide a bigger context. It is the photographic which sinksinto my way of thinking. I use text and stories and the imaginative and the real as a photographer,despite not being one. However, I do document the objects previously mentioned and theircontext and find new life in these images. This is where the work continues, it is a non-stop‘connecting-the-dots’ way of working. I do not care for fiction; although I do not care for the fantastic either. Truth is there is aboringness to this process, as things are sometimes repetitive and executed in the here. Aninability to access ‘the there’, at first sight, could perhaps be said. But let’s admit there is no fun intelling tales which will actually happen. You will travel through stories in where various sorts of information are combined and narrationsout-of-nowhere are created. Connections between gossip and truth and present and past andearth and earth are intertwined into a sort of imaginary world in where nature is centralized.A riddle and at the same time an insight into an artistic process. The travel never ends
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Adonis, Dan Frederick. "Today's boys, tomorrow's men' : a short history of the Boys' Brigade of Britain, with further reference to the Boys' Brigade in South Africa (circa 1880s-1980s)." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/8490.
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Includes bibliographical references.This study examines the origins of the Boys' Brigade Christian Youth Movement and its historical development in British society, with further consideration of the work of the Boys' Brigade in South Africa, from the 1880s until the 1980s. This movement, which originated in an environment of Liberal Nonconformity, 'muscular' Christianity, and adolescent-centred educational and social outreach, was linked initially to the needs of the Sunday School movement in urban Scotland. From its evangelical and Volunteer base, the Brigade expanded into an international interdenominational youth organisation, establishing specific roots in South Africa. The present study pays attention to the composition, philosophy, •and objectives of the B.B. movement, and considers its military-inspired disciplinary and recreational programme in terms of social need, Christian mission, and social control. It also considers the evolution of the B.B. identity through changing historical contexts. The historical link between the B.B. and other youth movements is also noted, and particular attention is paid to the contentious issue of the Brigade's relationship with militarism. While the history of the B.B. over this period is ultimately one of declining influence, its enduring presence illuminates the continuity of conservative forms of church-based youth organisation.
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Parsley, Kadie Lynn. "A Study of Effective Instructional Practices for Teaching Boys in All-Boys Independent Schools in Virginia." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103153.
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The purpose of this study was to identify instructional practices that are effective for teaching boys in all-boys, independent schools in Virginia. Teachers' self-reported levels of preparedness to teach boys was also investigated. The study was a basic qualitative study that used a qualitatively designed survey to collect data regarding the instructional teaching practices used by teachers of all-boys, independent schools in Virginia. The reported data identified several instructional practices that align with prior research conducted by Reichert and Hawley (2010b). The findings of this study indicated that active movement and hands-on, interactive learning are effective instructional practices for teaching boys. Additionally, the study indicated that teachers are prepared to teach boys, and relationships built on trust and respect are important for boys to learn.Doctor of Education
The purpose of this study was to identify instructional practices that are effective for teaching boys in all-boys, independent schools in Virginia. Teachers' self-reported levels of preparedness to teach boys was also investigated. For the purposes of this study, the term "instructional practice" refers to a specific teaching method used in a lesson, unit of study, or assigned task that is effective. The participants could deem the practice effective for a variety of reasons, either measurable or immeasurable, including but not limited to a boy's performance level, behavior, engagement, attentiveness, motivation, and/or overall quality of work. The study was a basic qualitative study that used a qualitatively designed survey to collect data regarding the instructional teaching practices used by teachers of all-boys, independent schools in Virginia. The reported data identified several instructional practices that align with prior research conducted by Reichert and Hawley (2010b). The findings of this study indicated that active movement and hands-on, interactive learning are effective instructional practices for teaching boys. Additionally, the study indicated that teachers are prepared to teach boys, and relationships built on trust and respect are important for boys to learn.
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Roemmele, David. "Peach fuzz: boys, masculinity and education." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114423.
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Recent educational assessment findings demonstrate that educational concerns about boys are relevant and timely. Males are dropping out of school at higher rates, achieving lower grades, and appear to be losing historical advantages in math and science relative to females. These statistics have led to some fervent assertions being made regarding boys, masculinity, and education. Those assertions are tempered by developing a dialogue between social constructionist perspectives of masculinity, so-called biological determinist perspectives, and evolutionary psychology findings. First, a review of the historical generation of the debate about boys' education is conducted in order to understand both the technical terminology that has evolved to discuss boys and masculinity as well as the theoretical pitfalls in the turn to address boys' educational concerns. Next, a critical comparison of current perspectives is taken up in order to move towards developing a Social Constructionist Plus (SC+) theory of masculinity that is primarily social constructionist in emphasis but also accounts for sex difference trends demonstrated by evolutionary psychology research. Then, from this new theoretical perspective, relevant considerations in the debate about boys' education are re-evaluated, including males' educational (under)performance, the desire for more male teachers in schools, and males' violence. There are subtle but important shifts in perspective suggested for future research and theorizing. Lastly, the importance of a SC+ perspective is discussed relative to the future of boys' educational discussions and equality more generally, providing significant avenues for further research and analysis.Les conclusions d'évaluation scolaire récentes démontrent que les préoccupations pédagogiques regardant les garçons sont pertinents et à propos. Les garçons lâchent l'école à des taux plus élevés, atteignent des notes inférieures, et ils semblent perdre leur avantage historique en science et en math relatif aux femmes, ce qui à créé des affirmations ardentes en ce qui concerne les garçons, la masculinité et la scolarité. Cette dissertation tente de tempérer ces affirmations en développant un dialogue entre la perspective de la masculinité d'après les conceptions sociales, la perspective déterministe biologique et les conclusions de la psychologie évolutionniste. La dissertation commence en examinant la genèse historique du débat concernant l'éducation des garçons en vue de comprendre la terminologie technique qui s'est manifestée pour discuter des garçons et la masculinité et les pièges théoriques qui se présentent en adressant les préoccupations scolaires des garçons. Ensuite, une comparaison critique des perspectives courantes est entamée dans le but de progresser envers le développement d'un model de Conception Social plus (SC+) de la masculinité qui est principalement un model de conception social mais qui prend en compte les tendances des différences de sexe tel que démontré par la recherche en psychologie évolutionniste. De cette nouvelle perspective théorique, les considérations pertinentes dans le débat sur l'éducation des garçons sont réévaluées, y compris la (sous)performance des garçons, le désir de voir davantage d'enseignants masculins dans les écoles et la violence des hommes, incluant des changements subtils mais importants dans la perspective suggérée pour de futures recherches et analyses.
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Frick, Susan. "Strategies to enhance achievement for boys." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/SFrick2006.pdf.
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Barron, Susan, and n/a. "Boys and Literacy: Rhetoric and Reality." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040623.140850.
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The gendered features of children's development in early literacy, particularly those that contribute to the generally poorer performance of boys, were explored in a dual-phase questionnaire study, conducted across schools in South East Queensland. The potential influences of school type (private and state) and gender-composition of a class (mixed-gender and single-gender schools) on performances of boys were tested on two state-wide tests (The Year 2 Diagnostic Net for Reading; The Reading Development Continuum) and a standardised measure (The St Lucia Reading Comprehension Test). Children and parents were surveyed to determine the locus of significant differences between girls and boys in relation to attitudes to reading, being read to and to constructs of self and others as readers. Girls presented as more positive across these measures. They indicated greater interest in reading and being read to. They reported reading across a wider range of genres for both school and recreational purposes and selected reading as a preferred activity in comparison with others. Boys were more reluctant readers. They displayed poorer attitudes generally and reported reading less in quantity and frequency in both school and home settings. The notion of girls and boys maintaining a positive or negative "image" emerged from a small but influential subset. This derivation was consistent with perceptions of gender-bias in gender-preferences. The profile of achievement across the three measures yielded a story of difference. Boys in private school settings were significantly less likely than girls to obtain higher Continuum scores and boys in state school settings were less likely than girls to be rated as proficient in the Year Two Net Test. Boys from private schools and in single-gender situations outperformed all other subgroups on the Net. Yet, they obtained the worst result on the Continuum, and were in the middle rank on the standardised test. Whether in private or state schools, boys were likely to obtain lower average Continuum scores than females. This was a statistically significant difference in the private school sector. While boys in Private Schools were slightly more likely than girls to be rated as proficient in the Year Two Net test, boys in state schools were far less likely than girls to be rated as proficient on the Year Two Net test, a statistically significant difference. Children attending single-gender, private schools attained higher aggregate scores on the attitude subtests of the Continuum than their state school counterparts. However, children in comparable, mixed-gender, private schools performed neither better nor worse than their peers in single-gender private schools. This comparison does not support contentions that single-gender schooling is superior in relation to the literacy achievements of emergent readers. When comparisons were made at the most general level (male vs. female, private vs. state school) gender did not predict scores in the externally administered St. Lucia Reading Comprehension Test scores. The significant relationship for girls at state schools on the Net test and for girls at private schools on the Continuum (both internally-based measures), coupled with the non-significant differences in relation to the St. Lucia Reading Comprehension Test points to the possibility that internally-based ratings are to some extent driven by teacher perceptions of literacy competence, and such perceptions may at times be unreliable. The corollary observation that not only was the measurement of attitude provided by the Continuum Attitude score significantly correlated with the St. Lucia reading test but also that the latter was not directly influenced by gender affirmed the notion that a school culture of gendered literacy is influencing teacher attitudes related to the achievement of literacy. What analyses of home background capture is the surprisingly lack of any connection between these tacitly understood underpinnings of literacy and the achievement thereof. The lack particularly of any connection between the teacher reading to students and the achievement of literacy was also surprising. In relation to literacy practice, the three most highly identified male activities (kicking a ball, computer games, playing outside) grouped to form a distinct factor (subscale) and this factor score was positively associated at a statistically significant level with scores on the St Lucia Reading test. Not only did private school children obtain better scores on the St. Lucia test, it was private school students whose identification of this highly stereotypically set of male activities linked significantly with an external measure of the achievement of literacy. This linkage seems indicative of an enhanced ability to read social codes more generally and is probably reflective of the social space occupied by private school students. In sum, while students, parents, and teachers fairly consistently displayed a heavily gendered culture with regard to literacy, actual achievement levels, attitudes, home background, and literacy practice disconnected from that gendered culture. That is, there appears to be a subtle but important distinction between perception and reality in relation to the achievement of literacy.
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Kay, Geoffrey Ernest, and n/a. "Masculinity in a corporate boys' school." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20051108.084123.
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This thesis is a report of a study of masculinity at Canberra
Grammar School, a corporate boys' school. The data were collected
during 1991 and 1992. The thesis questions the conventional wisdom
that a school like Canberra Grammar produces a particular
hegemonic masculinity. Indeed, it identifies the production of a
hierarchy of exalted, multiple masculinities.
There were limitations to what could be investigated in this
study, as well as to how it could be investigated. However, the ideas
and work of several people were blended in order to provide a way
into the questions of masculinity in this school. This eclectic
approach drew upon the literature of Popkewitz, Lather, and Parlett
and Hamilton, who called for narrative descriptions and
interpretation, as well as Beare, Caldwell and Millikan, whose
framework of school culture, albeit modified, provided very rich
information. This method resulted in an emphasis on what was
observed and read within the school, rather than on what might have
been heard, but, nevertheless, a great deal of relevant and useful data
were generated. The data were then interpreted with the help of
questions and insights formed by immersion in the literature on
masculinity and schools, particularly that of corporate boys' schools.
It was possible to identify multiple masculinities in the school,
and arrange them into a hierarchy based on the degree to which each
of them was exalted. These masculinities were fluid and the
hierarchy was dynamic. During the time of the study greatest
support was for "the man as scholar", "the sportsman" and "the man
as leader", three notions of masculinity traditionally associated with
these schools. There was also considerable support for the notion of
"the sensitive man", a notion that has been promoted in schools like
this for many years, but which draws upon traits and qualities less
traditionally associated with these schools. One area of fluidity was
an official move by the school's leaders towards the notion of "the
person", rather than the man. Contestation was evident as changes
occurred within this hierarchy, as well as within the notions
themselves.
These findings are significant for several reasons. Firstly,
they challenge the conventional wisdom about corporate boys'
schools. Secondly, for those working in this school and schools like
it who are searching for ways to bring about different gender and
social relations, the findings offer an encouraging, optimistic picture
of what this school is trying to do. The findings also identify those
within the school who might support or oppose counterhegemonic
practice, as well as areas of the school's culture that should be
targeted in the future. Thirdly, for those wanting to find out about
notions of maculinity in these schools, they show that the method
used here can be very productive, despite its limitations.
The first chapter of this thesis explains the reasons for this
study in more detail, and the second chapter describes and accounts
for the nature of the study. The main body of the thesis is in
Chapters Three, Four and Five, where findings about the school's
setting, curriculum and rituals are described and interpreted. The
thesis concludes with a chapter containing reflections on the reasons
for this study, as well as possible ways forward for those wishing to
investigate questions of masculinity in corporate boys' schools in the
future.
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McDonald, Anne. "Primary school boys' narratives about masculinity." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80281.
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Thesis (MEdPsych)--Stellenbosch University, 2013.Bibliography
ENGLISH ABSTRACT: The issue of masculinity is complex, and many theories on how gender is constructed exist. The central premise of this study is that gender construction is the result of dynamic social interaction and, as such, a post-structuralist paradigm is ascribed to. The concept of multiple masculinities exists to explain the influences different contexts have on how masculine ideas are constructed. This is not a passive process and individuals are considered active creators of their own identity. However, research demonstrates that not all masculinities are equal. Hegemonic masculinity maintains its leading dominant position status through using strategies of power and dominance to maintain the pinnacle position of status in the hierarchy of masculinities. The purpose of this study is to listen to the narratives of pre-adolescent boys about masculinity. Post-structuralist and social constructivist ideas that meaning is fluid and open to change, is influenced by culture and the individual meanings that people make. This understanding provides the theoretical framework for this qualitative study. Through a narrative-inquiry design, meaning was made of the individual experiences of six boys within the context of a single-sex preparatory school. The narratives of these participants, purposively selected, were obtained using the data-collecting methods of interviews, a focus group and the construction of a collage. The analysed data was presented both in the form of the narratives of the participants and through a thematic analysis. The findings indicate that within this private, single-sex preparatory school context, multiple constructions of masculinity are formed, and they all appear to be constructed in relation to hegemonic notions of masculinity. It was found that fathers play an important role in the way in which boys construct their masculine identity. However, their peers and the school context also play a significant role. Further, the findings revealed that although hegemonic notions of masculinity in this context had a powerful impact on these participants’ construction of masculinity, there are indications some are challenging overt expressions of hegemonic masculinity and, as such, hold more complex, transitional constructs of masculine identity.
AFRIKAANSE OPSOMMING: Die kwessie rondom manlikheid is kompleks en daar bestaan baie teorieë oor hoe geslag gebou word. Die sentrale uitgangspunt van hierdie studie is dat die konstruksie van geslag ‘n resultaat van dinamiese sosiale interaksie is en dus aan 'n post-strukturalistiese paradigma toegeskryf word. As sodanig bestaan die konsep van verskeie vorme van manlikheid om te verduidelik hoe verskillende kontekste manlike idees beïnvloed. Dit is nie 'n passiewe proses nie. Individue word as aktiewe skeppers van hulle eie identiteit beskou. Navorsing toon egter dat nie alle vorme van manlikheid gelyk is nie. Hegemoniese manlikheid hou 'n dominante posisie in stand deur die gebruik van strategieë van mag en oorheersing; die hoogsteposisie van status in die hiërargie van manlikheid word dus gestaaf. Die doel van hierdie studie is om na die narratiewe van pre-adolessente seuns oor manlikheid te luister. Post-strukturalistiese en sosiale konstruktivistiese idees wat aandui dat bedoelings vloeibaar en veranderbaar is, afhangende van kultuur en die betekenis wat deur 'n individu daaraan geheg word, voorsien dus 'n teoretiese raamwerk vir hierdie kwalitatiewe studie. Deur die gebruik van ‘n narratiewe ondersoek-ontwerp, is die betekenis van die individuele ervaringe van ses seuns in die konteks van 'n enkel-geslag voorbereidende skool geevalueer. Die verhale van hierdie deelnemers, wat doelgerig geselekteer is, is verkry deur gebruik te maak van onderhoude, 'n fokus groep en die konstruksie van 'n collage as data insamelingsmetodes. Die geanaliseerde data is beide in die vorm van verhale van die deelnemers sowel as 'n tematiese analise aangebied. Die bevindinge dui daarop dat binne hierdie private, enkel-geslag voorbereidende skoolkonteks, verskeie konstruksies van manlikheid gevorm word en het telkens beblyk in verhouding tot hegemoniese idees oor manlikheid gebou te word. Daar is bevind dat vaders 'n belangrike rol speel in die wyse waarop seuns hul manlike identiteit konstrueer. Eweknieë en die skoolkonteks speel egter ook 'n belangrike rol in die konstruksie van geslag. Die bevindinge het verder aan die lig gebring dat, alhoewel hegemoniese idees oor manlikheid in hierdie konteks 'n kragtige uitwerking op hierdie deelnemers se konstruksie van manlikheid het, daar aanduidings is dat sommige van die deelnemers openlike uitdrukkings van hegemoniese manlikheid uitdaag en sodoende meer komplekse oorgang-konstrukte van manlike identiteit het.
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Jones, Virgil J. "Boys to men bridging the gap /." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
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Le, Corre Virginie. "SMALL TOWN BOYS : homosexualité et ruralité." Thesis, Strasbourg, 2019. http://www.theses.fr/2019STRAG036.
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Ce travail de recherche propose d’analyser la question de l’homosexualité masculine en contexte rural. L’identification homosexuelle, ici décrite à partir de récits de vie individuels, constitue un point d’investigation socio-anthropologique dans lequel traverse la question de l’identification à la culture d’appartenance - ici les villages du Grand Est - ainsi que son incorporation, en particulier à travers le prisme du discoursThis research paper proposes to analyse the issue of male homosexuality in a rural context. Homosexual identification, described here on the basis of individual life stories, constitutes a socioanthropological point of investigation with the culture of belonging - here/in this context the villages of the "Grand Est", the french eastern region - as well as its incorporation, in particular through the prism of discourse, also crosses
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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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Harrison, Jeff. "Boys Can Be Socially Aggressive, Too." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2008. http://hdl.handle.net/10150/622087.
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Lo, Ping-hang. "Boy scout New Territories regional headquarters." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25954994.
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Walters, Jill Anne 1965. "Comparisons of Self-Perceptions in Boys With Attention-Deficit Hyperactivity Disorder, Learning Disabilities, and Non-Referred Boys." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc935591/.
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A limited amount of research exists that addresses low self-esteem, poor self-concept, and distorted self-image in children with Attention-deficit Hyperactivity Disorder (ADHD). The most urgent task is to test assumptions regarding self-perception and to assess the dimensions of self-concept influenced by this disorder. The Self-Perception Profile for Children (Harter, 1985) was used in the present study to assess those dimensions. Participants included 34 boys with ADHD, 27 boys with LD, and 33 boys without any diagnosed psychological or learning problems. Results were analyzed using Pearson's product-moment correlation, analyses of variance (ANOVA), and analyses of covariance (ANCOVA) and did not support the hypotheses.