Journal articles on the topic 'Girls – Humor'
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Dutkevich, Tetiana. "Students’ humor styles and its use in stress coping." International Journal of Pedagogy, Innovation and New Technologies 3, no. 2 (December 29, 2016): 20–25. http://dx.doi.org/10.5604/01.3001.0009.5080.
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The article shows the results of studying of role of students’ humor styles during coping the stress . It was shown the positive and negative humor styles regarding the interpersonal relationship. It was revealed some differences in use of humor styles during coping the stress among students of Ukrainian and Russian samples; among girls and younkers. The statistically significant correlations between students’ use of humor style and indexes of stress coping were calculated, which show that coping the stress students use negative for the relationship humor styles (aggressive humor and self-defeating humor). At the same time, the potential possibilities of affiliative humor to improve the relationship are used not enough during coping the stress both by the younkers and girls. While potential possibilities of affiliative humor to improve the relationship are used not enough during coping the stress both by the younkers and girls.
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POKORO, А., and I. ANDREYEVA. "GENDER DIFFERENCES IN THE CORRELATION BETWEEN HUMOR STYLE AND ANTISOCIAL CREATIVITY IN STUDENTS." Herald of Polotsk State University. Series E. Pedagogical sciences, no. 1 (June 3, 2024): 81–86. http://dx.doi.org/10.52928/2070-1640-2024-41-1-81-86.
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The differences between students - boys and girls - in the expression of indicators of humor style and antisocial creativity, as well as in the nature of the relationship between humor style and antisocial creativity were analyzed. The following methods were used «Behavioral features of antisocial creativity», developed by M. Ranko, adapted by N.V. Meshkova, «Questionnaire of humor styles», developed by R. Martin, adapted by E.M. Ivanova. For data processing we used the method of determining the differences between independent samples Mann-Whitney U-criterion and the method of correlation analysis (Spearman's rank correlation coefficient). The study revealed the following significant differences between boys and girls: 1) in the expression of humor styles: aggressive humor style prevails in boys compared to girls; 2) in the expression of components of antisocial creativity: indicators of inflicting harm prevail in boys. Along with this, reliable correlations between the indicators of humor styles and antisocial creativity were determined: in young men significant positive moderate correlations of affiliative style of humor with lying, as well as with the integral indicator of antisocial creativity, between self-deprecating style of humor and lying were found; in girls a number of positive moderate correlations of aggressive style of humor with all indicators of antisocial creativity were found.
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León-del-Barco, Benito, Santiago Mendo-Lázaro, María-Isabel Polo-del-Río, Fernando Fajardo-Bullón, and Víctor-María López-Ramos. "A Protective Factor for Emotional and Behavioral Problems in Children: The Parental Humor." Children 9, no. 3 (March 11, 2022): 404. http://dx.doi.org/10.3390/children9030404.
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In order to prevent the development of emotional and behavioral problems, risk and protective factors must be identified. This study aims to establish a link between perceived parental humor and children mental health. The sample comprises 762 pupils aged 10 to 15 (M = 12.23; SD = 1.12), who completed self-reports evaluating perceived parental humor (EEE-H) and their own emotional and behavioral strengths and difficulties (SDQ). The results indicate that parental humor is negatively associated with internalizing problems in children; no association with externalizing problems is observed. According to the study, girls who perceive low parental humor are the most likely to display internalizing problems, while girls perceiving high parental humor are the least likely to do so. Parental humor, characterized by calmness, cheerfulness, and optimism, is a protective factor against internalizing problems in children, especially girls. We recommend training for parents and training and intervention programs for families to encourage activities that boost parental humor.
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Karłyk-Ćwik, Anna. "HUMOR STYLES IN SOCIALLY MALADJUSTED GIRLS AND BOYS: A RESILIENCE PERSPECTIVE." CBU International Conference Proceedings 4 (September 19, 2016): 464–70. http://dx.doi.org/10.12955/cbup.v4.799.
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Resilience-concept-driven research of humor in socially maladjusted youth has been prompted by an urgent need to redefine Poland’s crisis-ridden rehabilitation system, through embracing rehabilitative theories and practices inspired by new frameworks and related modern intervention models. The paper presents a research project aimed at encouraging rehabilitation researchers, theoreticians, and practitioners to engage with humor as a “site of resistance” that offers juveniles a springboard to achieve expected levels of social adjustment. The study aims to identify and compare humor styles in socially maladjusted girls (n1 = 56)and boys (n2 = 72). The research problem included the level (intensity) and gender-related differences in particular humor types (styles) across the juvenile sample. The research tool involved an adaption of the Humor Styles Questionnaire (HSQ). The findings suggest a greater intensity of adaptive rather than non-adaptive humor styles in both studied subsets of the sample. Furthermore, a statistically significant gender-related difference was found for self-defeating humor, with significantly higher scores in girls than in boys (p < 0.05). Although the findings do not confirm the research hypotheses conclusively, they shed light on the viability of using humor in juvenile rehabilitation and thus, encourage further systematic research in this area.
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Pentury, Helda Jolanda, and Itsar Bolo Rangka. "Analyzing Students with Special Needs' Sense of Humor in Emerald School South Jakarta." Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 6, no. 2 (July 4, 2020): 156. http://dx.doi.org/10.33394/jk.v6i2.2315.
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This study collates the current state of knowledge regarding the sense of humor attitude in the social interactions among children with special needs, which aims to explore the current state of knowledge and quality of empirical evidence relating to humor among children with special needs. In the study there were involved 78 students of Emerald School of Cinere in South Jakarta. There were more over 20% students in normal condition and students with special needs were 80%. Research had assessed humor in the classroom and humor expression in different groups including those with autism, down syndrome, and other special needs. This study was designed by using the descriptive qualitative method to analyze, describe, and explain the data. The procedure of data collection was done by observation and filled the questionnaire of the Richmond Humor Assessment Instrument (RHAI). The result of the study showed that there were 47, 08% of favorable criteria, and 52, 92% of unfavorable ones. Based on gender, more boys answered favorable criteria compared to girls. Moreover, boys were dare to express their senses of humor than the girls. The girls showed their shynesses to express their sense of humor. The results of the study showed that the children with special needs in Emerald school had less sense of humor. Furthermore, the role of humor in communication development, social facilitation, creativity, and stigma had all received some limited attention among children with special needs in Emerald School, South Jakarta.
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Turner, Noleen. "Humor and scatology in contemporary Zulu ceremonial songs." HUMOR 31, no. 1 (January 26, 2018): 65–83. http://dx.doi.org/10.1515/humor-2017-0113.
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AbstractThis article focuses on humor embedded in the delivery and lyrics of a form of song sung by Zulu women in KwaZulu-Natal, South Africa still widely practiced in rural areas, called amaculo omgonqo ‘puberty songs.’ The aim is to ascertain how and why young Zulu females sing these unusual songs which are normally sung in the days preceding two rites of passage ceremonies; firstly, the umhlonyane ceremony, which is held to mark a young girl’s first menstruation during her puberty years, and secondly, approximately 10 years later, the umemulo ‘coming of age’ ceremony which is held for young girls who have reached marriageable age. Analysis is made of the unusual use of scatological and ribald language in these songs, which are sung by young girls before these two ceremonies. These songs are rendered socially acceptable only because of the context in which they are sung, and for the bawdy humor which is core to the lyrics.
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Artemyeva, T. V., and Ya G. Garanina. "HUMOR AND VIOLATION OF SOCIAL NORMS IN STUDENTS." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 30, no. 2 (June 25, 2020): 173–80. http://dx.doi.org/10.35634/2412-9550-2020-30-2-173-180.
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In researches of Russian and foreign scientists it is noted that humor as a cultural phenomenon is capable to symbolically break social norms without consequences and restrictions, to raise and discuss a wide spectrum of social problems without fear of punishment for it. By regulating the relationship between people, humor helps to relieve tension and enjoy the game, operating with opposite meanings, breaking stereotypes. The study attempted to explore the relationship between different styles of humor and the tendency of students to break social norms and rules. The study was attended by 309 students: 249 girls, 60 boys. Differences in the use of different humor styles by students as well as their propensity to deviate were identified. Affiliated and self-sustaining humor is used by students who do not show any desire to deny social norms and values, patterns of behavior. The desire to violate norms, to come into conflict with generally accepted norms of behavior arises among students who prefer aggressive humor. Girls with a tendency to ignore and violate norms and rules have a tendency to use self-deprecating humor and to seek other people's favour to the detriment of themselves.
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Huang, Xiaorui. "An Analysis of Verbal Humor in 2 Broke Girls from the Perspective of Conversational Implicature." Theory and Practice in Language Studies 10, no. 8 (August 1, 2020): 969. http://dx.doi.org/10.17507/tpls.1008.16.
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Humor can be seen everywhere in social communication, and it often appears in conversation in the form of verbal humor. In western culture, humor, regarded as a sort of linguistic art, is a window to understand western culture. Thus, humor comprehension has important practical significance for English learners to better understand, master and use English. This study, based on theories of Conversational Implicature, attempts to analyze the production of verbal humor from the perspective of Cooperative Principle, and an abundance of humorous conversations from the sitcom, 2 Broke Girls, are collected as analytical material as well, aiming to cultivate English learners’ comprehensive ability of American humorous utterances and to improve their intercultural communication competence.
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Zhang, Guizhi, and Humei Ren. "A Study of Verbal Humor in Two Broke Girls from the Perspective of Cooperative Principle." Economic Society and Humanities 1, no. 1 (January 2024): 1–5. http://dx.doi.org/10.62381/e244101.
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As an important social phenomenon in human society, humor exists in every aspect of daily life. A sitcom, as one of the television programs, is an important carrier of humor, especially discourse humor. Humor not only promotes people’s daily communication and brings joy to people, but also attracts the attention of the researchers from all fields all over the world. In recent years, many researchers have made in-depth research on English sitcoms from sociology, ethics, literature, art, film and television, music, translation, and other fields. However, there is little research to analyze it from the perspective of linguistics. It is of great significance to study English sitcoms from the perspective of linguistics. Based on the pragmatic Cooperative Principle (CP), this paper probes into the verbal humor strategies in the dialogues of the American sitcom Two Broke Girls. The findings show that: 1) Cooperative Principle provides a new perspective for the generation and interpretation mechanism of discourse humor; 2) Cooperative Principle plays a positive role in promoting daily communication, English learning and cross-cultural communication.
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Mayseless, Naama, and Allan L. Reiss. "The neurodevelopmental basis of humor appreciation: A fNIRS study of young children." PLOS ONE 16, no. 12 (December 8, 2021): e0259422. http://dx.doi.org/10.1371/journal.pone.0259422.
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Humor is crucial for social development. Despite this, very few studies have examined the neurodevelopment of humor in very young children, and none to date have used functional near-infrared spectroscopy (fNIRS) to study this important cognitive construct. The main aim of the current study was to characterize the neural basis of humor processing in young children between the ages of 6–8 years. Thirty-five healthy children (6–8 years old) watched funny and neutral video clips while undergoing fNIRS imaging. We observed activation increases in left temporo-occipito-parietal junction (TOPJ), inferior-parietal lobe (IPL), dorsolateral-prefrontal cortex (DLPFC) and right inferior frontal gyrus (IFG) and superior parietal lobe (SPL) regions. Activation in left TOPJ was positively correlated with age. In addition, we found that coherence increased in humor viewing compared to neutral content, mainly between remote regions. This effect was different for boys and girls, as boys showed a more pronounced increase in coherence for funny compared to neutral videos, more so in frontoparietal networks. These results expand our understanding of the neurodevelopment of humor by highlighting the effect of age on the neural basis of humor appreciation as well as emphasizing different developmental trajectories of boys and girls.
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Proczkowska, Kwiryna. "Denotacja – humor – tabu." Między Oryginałem a Przekładem 25, no. 43 (March 31, 2019): 67–83. http://dx.doi.org/10.12797/moap.25.2019.43.04.
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Denotation – Humour – TabooThis analysis takes as its subject jokes about Poles that appeared in two US-American sitcoms: The Big Bang Theory (Teoria wielkiego podrywu) and 2 Broke Girls (Dwie spłukane dziewczyny), as well as their official Polish TV translations made for Comedy Central Polska channel. The selected examples refer to Polish traditions, history, and stereotypes about Polish people. They were divided into three categories according to their subject: a joke based on a stereotype, jokes making Poles look exotic, and jokes referring to Polish-Jewish relations, and the history of World War II. The aim here is accordingly: to characterize the original jokes, to analyze their official Polish voice-over translation, and to consider the potential differences in the reception of given fragments by the sourceculture and target-culture viewers. This paper refers to the characteristics of sitcom as a text genre and Eugene A. Nida and Charlesa R. Taber’s theory of functional equivalence.
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Bergen, Doris. "The development of sex differences in humor initiation and appreciation." HUMOR 33, no. 2 (May 27, 2020): 179–95. http://dx.doi.org/10.1515/humor-2018-0136.
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AbstractBoth common observations and research evidence strongly suggest that there are major differences between adult males and females as to both the number of humorous attempts they display in social situations and the types of humor they initiate and appreciate. What the causes are for these differences, however, have been less clear, with attributions being related to both biological and environmental reasons. In fact, researchers who have studied the development of humor in infants, preschoolers, and elementary age children have generally observed that the early humor of both boys and girls is similar, thus raising the possibility that the differences that gradually emerge with age may be attributed more to environmental rather than to biological reasons. This chapter will discuss the humor research evidence amassed by those who have studied young children’s humor development and the potential environmental influences on humor development that may account for some of the sex differences seen in adult humor.
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Papailia, Artemis. "“Laughing in the Face of Patriarchy”:." University of Bucharest Review Literary and Cultural Studies Series 13, no. 2 (October 20, 2023): 60–72. http://dx.doi.org/10.31178/ubr.13.2.6.
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Comics for children have a unique ability to entertain and educate young readers. Often dismissed as comical or unserious, comics are actually an important form of literature that can have a profound impact on children’s beliefs and values. This article will examine various approaches to feminist humor in the context of cultural studies in Mafalda, a popular Argentine comic strip that ran from 1964 to 1973, created by cartoonist Quino. The comic features a precocious and socially aware six-year-old girl named Mafalda, who frequently comments on politics, philosophy, and social issues, criticizing societal norms and structures. She constantly grapples with and questions the societal, political, and moral landscapes of her time, making astute observations that prompt readers to reflect on the complex world she is navigating. Beyond the humor and light-hearted exchanges, Mafalda emerges as a significant cultural text. It seamlessly intertwines entertainment with critical reflection, offering its audience not just a moment of leisurely reading but also compelling them to reckon with the profound questions and critiques articulated by its young protagonist. The use of humor in Mafalda not only serves as a form of critique but also empowers young girls and challenges the dominant gender narratives, because the comic employs gendered humor as a means of challenging traditional gender roles and stereotypes. This article explores the role of humor in Mafalda, specifically in relation to gender and how it challenges gender norms and expectations, ultimately offering a new perspective on gender and power dynamics in comics and beyond.
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Nikitaras, Nikitas, and Nikos Ntoumanis. "Criteria of Personal, Boys', and Girls' Popularity as Ranked by Greek Adolescents." Perceptual and Motor Skills 97, no. 1 (August 2003): 281–88. http://dx.doi.org/10.2466/pms.2003.97.1.281.
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This study examined what Greek adolescents believe are the most important criteria of personal, boys', and girls' popularity in their age group. Participants were 364 students aged between 12 and 15 years. Seven main criteria of popularity were identified: sport competence, physical appearance, academic ability, being a good friend, being sociable, having a good sense of humor, and having the ‘right circle of friends'. With regard to personal popularity, being a good friend and being sociable were the two most highly ranked criteria for both boys and girls across all ages. Boys and girls perceived differently the most important criteria of boys' and girls' popularity. Specifically, for same-sex popularity, being a good friend was the most highly ranked criterion, whereas for other-sex popularity, physical attractiveness was the most highly ranked criterion. The findings imply that friendship and social affiliation are the most important criteria of popularity in Greek adolescents.
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De Caroli, Maria Elvira, and Elisabetta Sagone. "Resilience and psychological well-being: differences for affective profiles in Italian middle and late adolescents." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, no. 1 (July 2, 2016): 149. http://dx.doi.org/10.17060/ijodaep.2016.n1.v1.237.
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This study was focused on the differences for affective profiles on dimensions of resilience and factors of psychological well-being in a sample of Italian middle and late adolescents. We used the Italian Resiliency Attitudes and Skills Profile (De Caroli & Sagone, 2014a), the Psychological Well-Being Scale (Ryff & Keyes, 1995), and the Positive (PA) and Negative (NA) Affect Scale (Di Fabio & Bucci, 2015). We obtained four different combinations of affective profiles: self-fulfilling (high PA and low NA), low affective (low PA and low NA), high affective (high PA and high NA), and self-destructive profile (low PA and high NA). Results: adolescents with self-fulfilling profile reported higher resilience (in detail, sense of humor, competence, adaptability, and engagement) and psychological well-being (that is, autonomy, purpose in life, self-acceptance) than the others. Additionally, boys had greater self-fulfilling profile and scored higher in sense of humor and adaptability than girls, while girls had greater high affective and self-destructive profiles and scored higher in control and engagement than boys. Future developmental and educational research could deepen other protective factors of self-fulfilling profile in adolescence, as self-efficacy and optimism.
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Borhani Dizaji, Narges, Shahab Parvinpour, and Saleh Rafiee. "Effect of Solitary and Group Purposeful Movement Plays on Various Aspects of Theory of Mind in Girls Aged 8 years." Scientific Journal of Rehabilitation Medicine 11, no. 3 (July 23, 2022): 408–25. http://dx.doi.org/10.32598/sjrm.11.3.5.
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Background and Aims Solitary movement plays have been reported to be effective in improving the primary aspects of Theory of Mind (ToM), and the design of interventions based on interpersonal interactions has been emphasized to influence the advanced aspects of ToM. To test this hypothesis, the effect of solitary and group purposeful movement plays on various aspects of ToM in girls aged eight years was compared. Methods In this quasi-experimental study with pre-test and post-test design, 40 girls with a mean age of 8.53 years from two elementary schools in Tehran were selected and randomly assigned to solitary play (n =13), group play (n = 12), and control (n = 15) groups after preliminary evaluations. The Test of Theory of Mind (Ghamrani et al., 2006) was completed immediately before and after an experimental period (eight weeks, 16 sessions of 60 minutes) and one month after the end of the intervention. The 3 (time) × 3 (group) mixed analysis of variance and related post hoc tests at a 95% confidence level were used to analyze the data. Results Recognition of emotions and pretense (ps < 0.001), understanding of false belief (ps <0.001), and total level of ToM (ps < 0.001) significantly improved in both experimental conditions, but second-order false belief and understanding of humor improved only in the group play condition (p < 0.001). Furthermore, the scores of the recognition of emotions and pretense (ps < 0.05), understanding of false belief (ps < 0.05), second-order false belief and understanding of humor (ps < 0.001), and the total level of ToM (ps < 0.001) in the play condition group were significantly higher than solitary play in the post-test and follow-up. Conclusion Although solitary movement plays improve the primary aspects of ToM, to facilitate the development of more advanced aspects, such as understanding of humor and second-order false belief, the use of group-based interactive-cooperative plays seems to be essential for eight-year-old girls.
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Regan, Pamela C., and Anupama Joshi. "IDEAL PARTNER PREFERENCES AMONG ADOLESCENTS." Social Behavior and Personality: an international journal 31, no. 1 (January 1, 2003): 13–20. http://dx.doi.org/10.2224/sbp.2003.31.1.13.
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Most researchers interested in mate preference have focused on the desires of adult men and women. Few empirical investigations have been conducted on the preferences of adolescent boys and girls, despite the fact that this developmental period represents a time of awakening romantic and sexual interest. The authors asked 46 teenage boys and girls (average age = 15.09 years) to indicate their preferences for various characteristics in an ideal long-term romantic or short-term sexual partner (randomly assigned). Both sexes emphasized attributes related to physical appeal (e.g., attractive physical appearance, sexy appearance) and sexual drive (e.g., sexual passion, high sex drive, sexual responsiveness) when evaluating a casual sexual partner. Conversely, participants focused more upon intellect and other mentally appealing attributes (e.g., intelligence, humor) when considering a romantic partner. No sex differences were found, suggesting that teenage boys and girls share a similar conception of the “perfect” partner.
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Leng, Kirsten. "Art, Humor, and Activism: The Sardonic, Sustaining Feminism of the Guerrilla Girls, 1985–2000." Journal of Women's History 32, no. 4 (2020): 110–34. http://dx.doi.org/10.1353/jowh.2020.0042.
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Sagone, Elisabetta, and Maria Elvira De Caroli. "Are value priorities related to dispositional optimism and resilience? A correlational study." Contemporary Educational Researches Journal 6, no. 1 (July 16, 2016): 11. http://dx.doi.org/10.18844/cerj.v6i1.481.
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The aim of this study is to explore the relationship between value priorities and two dispositional dimensions, optimism and resilience, in a sample of 307 healthy Sicilian adolescents (145 boys and 162 girls) aged from 14 to 18 years. We used the Portrait Values Questionnaire (Schwartz, 1992), the Resiliency Attitudes and Skills Profile (De Caroli & Sagone, 2014), and the Life Orientation Test-Revised (Scheier & Carver, 1992). Results indicate that the value priorities of self-enhancement and openness to change are positively related to optimism; self-transcendence is positively related to all dimensions of resilience; conservation is positively related to adaptability, control, and engagement; the value priorities of self-enhancement and openness to change are positively related to sense of humor, competence, and adaptability. Additionally, boys perceive themselves as more optimist, humoristic, competent, and adapted than girls, while girls are more engaged than boys; furthermore, boys judge as mainly important the values of self-enhancement and openness to change, while girls judge as mostly important the self-transcendence. Future researches will deep the relationships among these three constructs in young adults and the elderly. Keywords: resilience; value orientations; optimism; adolescence.
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Khraban, T. Ye. "Feminist humor in the Ukrainian social media." Ukrainian Society 84, no. 1 (April 26, 2023): 166–81. http://dx.doi.org/10.15407/socium2023.01.166.
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Humour is instrumental in drawing attention to controversial topics like gender inequality. This empirical study aims to distinguish the culture-specifics of feminist humour in the Ukrainian social media sector by identifying women’s main techniques to overcome gender stereotypes and prejudices. The material for the study was humour patterns sampled in the Ukrainian social media sector from November 2022 to February 2023. During this period, 1803 posts were shared in these groups. In the first stage, we selected 698 posts with humour as their conceptual content. In the second stage, 121 patterns were selected, the main distinguishing characteristic of which is the use of gender terms and/or the presence of explicit gender categorical inferences. Attention was focused on those examples where the humour was aimed at gender deconstruction, achieved by criticism of discriminatory social norms restricting women’s and girls’ rights. Discourse-analytical research methods were used in the study. Feminist humour techniques used by women in the Ukrainian social media sector to challenge gender stereotypes and prejudices are as follows: 1. Positioning oneself as an irrepressible “bad girl”. This technique aims to develop and cultivate assertiveness, i. e. the ability to withstand the psychological pressure of traditional social norms attributed to a “real lady”, to regulate one’s behaviour and take responsibility for it. 2. “Confusion” of the gender binary. Humour is a platform for creating identities that do not follow the traditional concept of men or women and cannot be described within a rigid binary scheme. An important tool that enables women to challenge stereotypes is the genre of humour, such as banter, which makes it possible for women to experiment with different social constructions of what being a woman in the image of a man means. 3. Adopting the male tradition of disparagement humour. The recipients’ acceptance of disparagement humour means that they tacitly consent to the termination of typical serious or critical ways of thinking about socially problematic topics, thus ultimately destroying gender biases and stereotypes – if stereotypes do not apply to men, they lose their validity for women as well. 4. Cultivating self-compassion for oneself. Self-compassion fosters self-awareness that rejects normative gender stereotypes as factors that impede positive aspirations for growth and change. The concept of self-compassion is closely related to the positive perception of one’s body image. The results of this study have confirmed the basic conclusions made in the earlier publications that feminist humour is designed to address several psychological problems women face, the reason for which stems from their tendency to adhere to traditional beliefs about gender roles, but feminist humour is not man-hating. By identifying typical techniques employed to challenge gender biases and stereotypes in a particular country, we can understand the national and cultural specificity of feminist humour.
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Weser, Veronica U., Ijeoma Opara, Brandon E. Sands, Claudia-Santi F. Fernandes, and Kimberly D. Hieftje. "How Black Teen Girls Navigate Social Media to Form Romantic Relationships." Social Media + Society 7, no. 3 (July 2021): 205630512110338. http://dx.doi.org/10.1177/20563051211033823.
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The purpose of this study was to explore the use of social media within the context of heterosexual Black teen girls’ romantic partner selection processes. To better understand Black teen girls’ experiences, five focus groups ( N = 27; aged 14–18 years) were conducted over Zoom. An inductive thematic analysis revealed four major themes: (1) the use of different platforms to gather different types of information, (2) the rules of social media scouting, (3) detecting partner qualities through social media, and (4) exploring Black teen girls’ experience with social media and dating. Participants in our study primarily used Instagram to understand a potential partner’s true self, while Twitter was used to assess a potential partner’s political leanings. Our participants shared numerous “rules” related to the partner-scouting process. Black teen girls in our study explained that photos index a potential partner’s style and hygiene, while memes were used to gauge sense of humor compatibility. More specific to Black teen girls, across all focus groups, participants shared their experiences of racism and bias, such as being associated with Black stereotypes, cultural invalidation, and being accused of “acting White.” Although teen girls of various racial and ethnic groups may use social media to vet romantic partners, findings reveal that Black teen girls navigate social media in a unique way, including being highly attuned to signs of bias. Our findings suggest that in the first few months of COVID-19 social distancing had little impact on our participant’s practice of using social media to vet potential romantic partners.
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Campos, Daniela Queiroz. "Another modern nymph: The pin-up as Aby Warburg and Georges Didi-Huberman’s nymph." PORTO ARTE: Revista de Artes Visuais 22, no. 36 (December 30, 2017): 85. http://dx.doi.org/10.22456/2179-8001.80111.
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This article discusses a possible incarnation of Aby Warburg and Georges Didi-Huberman’s nymph. The work addresses the temporalities of the image of Alceu’s column Girls (Garotas) in the magazine O Cruzeiro. A humor and behavioral column that was edited from 1938 to 1964 in one of the most popular Brazilian magazines of the 20th century. The column was marked by its illustrations signed by Alceu Penna. The perceptions and chronicles of the image perpass questions related to its time of production, to its reproducibility, to the graphic industry. They were images surrounded by advertisements, behavior, morals and fashions in vogue in its historical production time. However, according to Georges Didi-Huberman, the image belongs to time. Multiple, impure, heterogenic, dialectic, anachronic times also permeate the images in study. Alceu’s Girls, the pin-ups, were analyzed as nymphs. Pin-ups were one of the landmarks of 20th century press and they divided the pages of periodicals with war. The Girls, like the modern nymph, who associate beauty with trauma.
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Vallone, Lynne M. "Laughing With the Boys and Learning With the Girls: Humor in Nineteenth-Century American Juvenile Fiction." Children's Literature Association Quarterly 15, no. 3 (1990): 127–30. http://dx.doi.org/10.1353/chq.0.0769.
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EREN, Zerrin. "Gender and Humor in P. G. Wodehouse’s Pearls, Girls and Monty Bodkin and The Cat-Nappers." Journal of Literature and Humanities 1, no. 69 (January 3, 2023): 32–39. http://dx.doi.org/10.5152/aujfl.2022.815097.
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Maralani, Farnaz Mehdipour. "The Mediation Role of Intrinsic and Extrinsic Motivation in the Relationship between Creative Educational Environment and Metacognitive Self-Regulation." Journal of Education and Learning 5, no. 3 (June 28, 2016): 272. http://dx.doi.org/10.5539/jel.v5n3p272.
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<p>This study investigated the mediation role of intrinsic and extrinsic motivation in the relationship between creative educational environment and metacognitive self-regulation. Participants were 300 girls, selected randomly from the girl hostel in university of Tehran. Participants completed Akoal’s creative educational environment questionnaire, AMS academic motivation questionnaire and self-regulated learning strategies questionnaire MSLQ. To examine reliability of measures, Cronbach alpha coefficient and to determine validity factor analysis were used. The path diagram of hypothetical model was tested. Findings revealed the relationship between the models variables. So, teachers who want their students have a high intrinsic motivation in addition to create a conditions for free choice, should be confide the students, support ideas and give time to the idea, consider duties that are challengeable, teach debate, conflict and risk to their students and also with regard to the vitality, joy, dynamism and humor, create education environment for the development of their creativity. By creating such an environment, intrinsic motivation and using meta-cognitive self regulation becomes more. Implications and suggestions for future studies are discussed.</p>
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Smakman, Matthijs H. J., Daniel F. Preciado Vanegas, Koen Smit, Sam Leewis, Youri Okkerse, Jesper Obbes, Thom Uffing, Marina Soliman, Tony van der Krogt, and Lucas Tönjes. "A Trustworthy Robot Buddy for Primary School Children." Multimodal Technologies and Interaction 6, no. 4 (April 14, 2022): 29. http://dx.doi.org/10.3390/mti6040029.
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Social robots hold potential for supporting children’s well-being in classrooms. However, it is unclear which robot features add to a trustworthy relationship between a child and a robot and whether social robots are just as able to reduce stress as traditional interventions, such as listening to classical music. We set up two experiments wherein children interacted with a robot in a real-life school environment. Our main results show that regardless of the robotic features tested (intonation, male/female voice, and humor) most children tend to trust a robot during their first interaction. Adding humor to the robots’ dialogue seems to have a negative impact on children’s trust, especially for girls and children without prior experience with robots. In comparing a classical music session with a social robot interaction, we found no significant differences. Both interventions were able to lower the stress levels of children, however, not significantly. Our results show the potential for robots to build trustworthy interactions with children and to lower children’s stress levels. Considering these results, we believe that social robots provide a new tool for children to make their feelings explicit, thereby enabling children to share negative experiences (such as bullying) which would otherwise stay unnoticed.
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Μαυρογιάννη (Mavrogianni), Αριστέα (Aristea) Γεωργίου, Ελένη (Eleni) Βασιλάκη (Vasilaki), Ιωάννης (Ioannis) Σπαντιδάκης (Spantidakis), Απόστολος (Apostolos) Σαρρής (Sarris), Ελένη (Eleni) Παπαδάκη Μιχαηλίδη (Papadaki Michailidi), and Εμμανουήλ (Emmanuel) Γιαχνάκης (Yachnakis). "Narrative Pedagogical Agents to Enhance Reading Strategies in Geo-Histor Multimedia Learning Environment." Διεθνές Συνέδριο για την Ανοικτή & εξ Αποστάσεως Εκπαίδευση 10, no. 1A (December 30, 2019): 197. http://dx.doi.org/10.12681/icodl.2344.
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This study focuses on the design and implementation of three narrative pedagogical agents, which act as descending guidance assistants for adolescent student-users of the Geo-Histor multimedia learning environment. The goal of creating and using pedagogical agents was to empower students to use strategies before, during, and after reading. The pedagogical agents that emerged from the bibliographic inquiry and students' choices were anthropomorphic, cheerful and attractive animations, with real human voice, discussing with humor and representing real-life peer grouping. Agents provide declining guidance to students through dialogues implementing reading strategies included as statements on the Metacognitive Awareness of Reading Strategies Inventory (Marsi 1.0). Each agent builds his character, and thus his speech, based on the fact that he represents another kind of knowledge, declarative, procedural and conditional. In the following study, comparisons were made between two groups of students who used or did not use narrative pedagogical agents for their studying. The findings show that when students use agents, they make significant progress in using reading strategies. Finally, a comparison between boys and girls showed that the reported use of strategies is greater among girls than boys.
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Derrick, Patty S. "Rosalind and the Nineteenth-Century Woman: Four Stage Interpretations." Theatre Survey 26, no. 2 (November 1985): 143–62. http://dx.doi.org/10.1017/s0040557400008619.
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The nineteenth-century theatregoer in America and in England enjoyed a wonderful diversity of acting styles and roles among the actresses of the period. To be sure, it was an age of the womanly ideal, when playing Juliet appealed to every young actress. Perhaps too many aspired to the youthful, feminine charms of Juliet, for one disgusted New York critic complained that “40,000 American girls were doing the Balcony Scene that ought to be doing the family dishes.” Other roles such as Paulina, Galatea, and Parthenia thrived on the Victorian stage, male theatre critics applauding the feminine virtues of gentility and grace, loyalty, delicate humor, and occasional submissiveness. Interestingly, another sort of female role became extremely popular during this time: the breeches role.
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Donii, E. I. "Urban Test (TCT-DP) as an Instrument that Identifies Specifics of Creativity of Young Adolescents with Different Types of Giftedness." Psychological-Educational Studies 14, no. 1 (2022): 122–35. http://dx.doi.org/10.17759/psyedu.2022140109.
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This article presents the results of the study of the Urban test as an instrument for identifying the specifics of the manifestation of creativity in younger adolescents with artistic and intellectual giftedness. The literature notes the specificity of the manifestation of creativity in younger adolescents with these types of giftedness. The author notes that the analysis of indicators of the Urban test categories, regardless of its general indicator, suggests that they can reveal the specifics of the manifestation of creativity in younger adolescents with artistic and intellectual giftedness. The study involved 196 younger adolescents, of whom 63 intellectually gifted (M = 11.6 years old, 30 boys and 33 girls), 34 artistically gifted (M = 12.1 years old, 5 boys and 29 girls) and 99 from the control group (M = 11.6 years, 46 boys and 53 girls). Analysis of the average values of the Urban test indicators revealed statistically significant intergroup differences in categories such as humor, non-traditional use – any manipulation of the form; any surreal, fictional and/or abstract use of elements or patterns; any use of symbols and signs, and speed. For the first time, an attempt was made to analyze the values of the Urban test categories, regardless of its overall value in the context of identifying the specifics of the manifestation of creativity in young adolescents with artistic and intellectual giftedness. The results expand the toolbox for specialists, clarifying the capabilities of an already familiar test, and allowing to optimize the diagnostic process.
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Forni, Dalila. "Breaking female stereotypes: Bianca Pitzorno’s girls and the power of literature on gender socialization." Journal of Literary Education, no. 3 (December 11, 2020): 62. http://dx.doi.org/10.7203/jle.3.15998.
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Bianca Pitzorno is one of Italy’s most famous children’s writers. Her works – more than forty books translated into different languages – often address topics linked to gender identity and femininity. Pitzorno’s novels for children usually depict non-canonical female characters: rebel, dynamic and intelligent young girls that fight against adult injustice in order to affirm their agency.
The paper aims to explore female portrayals in Pitzorno’s novels and their potential educational impact in reconsidering gender stereotypes and roles from an early age. Literature is one of the most influential tools in the construction of gender ideals and gender socialization. Consequently, positive female models – as Pitzorno’s characters – should be offered to young readers from an early age in order to foster an inclusive collective imagination about femininity.
For instance, Extraterrestre alla pari [Aliens on par] (1979) directly focuses on gender issues telling the story of a young alien coming from a planet where young boys and girls do not know their sex until they reach adulthood. For this reason, they are considered as gender-neutral beings. Likewise, L’incredibile storia di Lavinia [Lavinia and the magic ring] (1985) ironically retells Hans Christian Andersen’s The Little Match Girl working on humor and female agency. Finally, Principessa Laurentina [Princess Laurentina] (1990) deals with adolescence and family dynamics, offering different portrayals of female identity, from a young age to adulthood.
Because of the brilliant and nontraditional depiction of female figures and the deconstruction of gender canon in a simple but captivating way, Pitzorno’s novels should be internationally considered in primary school curriculums as a starting point to introduce gender diversity in reading programs and to discuss gender issues with the help of adult figures such as teachers, educators and parents.
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Pussieldi, Guilherme De Azambuja, Franciany De Jesus Silva, and Deyliane Aparecida De Almeida Pereira. "O impacto das aulas de educação física no nível de atividade física, estado de humor e qualidade de vida de adolescentes escolares." Caderno de Educação Física e Esporte 16, no. 2 (September 20, 2018): 73–83. http://dx.doi.org/10.36453/2318-5104.2018.v16.n2.p73.
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O objetivo do estudo foi verificar o efeito de 20 semanas de Educação Física Escolar no nível de atividade física, estado de humor e na qualidade de vida em adolescentes. Participaram do estudo 40 estudantes, com idade média de 16,5±0,6 anos. Aplicou-se os questionários: IPAQ, POMS e o WHOQOL-Bref. Não foram encontradas diferenças no nível de atividade física, no entanto, houve diferenças para o estado de humor das meninas de forma negativa e para ambos os sexos na qualidade de vida, também negativa, ao final do semestre. Observou-se influências negativas nas variáveis da qualidade de vida em ambos os sexos. Conclui-se que as aulas de Educação Física não foram capazes de proporcionar melhoria nos níveis de atividade física e na manutenção do estado de humor nos estudantes do sexo feminino.ABSTRACT. The impact of physical education classes in the level of physical activity, mood state and quality of life of adolescent students. It was investigate the effect of 20 weeks of physical education classes at physical activity level, mood state, and quality of life in adolescents. Was included 40 students of both genders, with a mean of 16.5±0.6 years. To obtain the data we used questionnaires: IPAQ, POMS and the WHOQOL-Bref. No differences were found in the level of physical activity, however, there were negative differences for the mood of the girls and for both genders in the quality of life at the end of the semester. Negative influences were observed in the variables of quality of life in both genders. It is concluded that the physical education classes were not able to provide improvement in the levels of physical activity and the maintenance of the mood state in the female students.
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Overbeke, Grace. "An Interview with Young Jean Lee." Theatre Survey 57, no. 1 (December 9, 2015): 37–42. http://dx.doi.org/10.1017/s004055741500054x.
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Identified by Time Out New York as “one of the best experimental playwrights in America” and hailed by the New York Times as “the most adventurous downtown playwright of her generation,” Young Jean Lee (Fig. 1) is actively shaping the future of the American theatre. In 2003, she founded Young Jean Lee's Theater Company, through which she has written and directed ten productions. Her full-length plays, including The Shipment and Songs of the Dragons Flying to Heaven, have been published in four collections and performed worldwide. In 2013, she released her first short film, Here Come the Girls, and her debut album, We're Gonna Die. In the following interview, Young Jean Lee reflects on the role of humor in her plays, discusses her collaborative process, and reveals the two rules that she would never break in the theatre.
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Dekic, Elena. "Digital Culture and Value Clash on TikTok: ‘Dancing Girl’ vs. Radical Feminist." Humanitarian Vector 17, no. 4 (December 2022): 117–27. http://dx.doi.org/10.21209/1996-7853-2022-17-4-117-127.
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TikTok is the youngest and one of the most popular social networks in the world, and as such is a “mirror” of the values of new generations which illustrates the culture and values of young girls of the 21st century, provides an opportunity for public speaking to any audience, regardless of social status, worldview, profession and location. Notably, many of the most popular TikTok stars are young, feminine and sexy, white and rich women who dance and expose their bodies. On the contrary, there is a group of radical feminists on TikTok who do not dance but use humor to demonstrate sexism and discrimination against women. The author of the study at the time of writing analyzed the last 30 TikTok videos of four representatives of the “mainstream” values on TikTok, the socalled “dancing girls”, as well as the last 30 videos of four radical feminists. In total, 240 videos were analyzed by the modal method. The purpose of the study is to determine what values these two groups of women stand for. As a result, we found that between these two groups there is a confl ict of values, expressed in the discrepancy between ideas about the social status of women in Russia. Moreover, the results of the study show that there is a division of girls not only for the situation studied in the article but also for the modern media world in general. Nowadays, TikTok has become part of popular culture and therefore represents a reliable source of information for researchers involved in popular culture and the modern value system of the young.
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García-Ceberino, Juan Manuel, Sebastián Feu, María Gracia Gamero, and Santos Villafaina. "Creativity in Recreational Figure Roller-Skating: A Pilot Study on the Psychological Benefits in School-Age Girls." International Journal of Environmental Research and Public Health 19, no. 18 (September 10, 2022): 11407. http://dx.doi.org/10.3390/ijerph191811407.
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Creative strategies allow students to feel ownership of their learning, fostering interest and motivation towards sports and educational contexts. This study aimed to compare different psychological variables after applying creative and traditional sessions of recreational figure roller-skating. Twelve school-age female skaters (9.00 ± 1.09 years old) participated in this pilot study. They performed two sessions: (1) a creative session (where participants created their own choreography) and (2) a traditional session (where participants followed the choreography created by the sports professional). In the creative session, participants created their choreographies without instructions. The basic psychological needs scale, the measure of intentionality to be physically active (sports adherence) and the games and emotions scale were administered after each session. The creative intervention led to a higher satisfaction of the needs of perceived competence (p-value = 0.04; effect size = 0.59), social relationships (p-value = 0.03; effect size = 0.62) and adherence to figure roller-skating (p-value = 0.02; effect size = 0.69), compared to the traditional intervention in female skaters. Participants showed significantly more humor and less surprise in the creative session than in the traditional session. This greater satisfaction with perceived competence and social relationships could translate into greater adherence to sports.
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Reina, Mª Del Carmen. "Percepciones de autoevaluación: Autoestima, autoeficacia y satisfacción vital en la adolescencia." Psychology, Society, & Education 2, no. 1 (April 21, 2017): 55. http://dx.doi.org/10.25115/psye.v2i1.435.
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Resumen: En este estudio se analizan las relaciones entre tres variables relativas a la autoevaluación como son la autoestima, la autoeficacia y la satisfacción vital, así como sus tendencias evolutivas y las diferencias de género en una muestra de 2400 adolescentes con edades comprendidas entre los 12 y 17 años pertenecientes a 20 centros educativos de Andalucía Occidental. Por otro lado, se presentan las relaciones de estas tres variables con el estilo educativo parental. Los resultados indicaron correlaciones significativas entre las variables de autoevaluación, así como con las dimensiones del estilo parental. Concretamente, los niveles de afecto-comunicación y el sentido del humor de madres y padres fueron aspectos que se relacionaron de forma muy significativa con la autoevaluación adolescente. Por otra parte, aparecieron importantes diferencias de género en las trayectorias que la autoestima, la autoeficacia y la satisfacción vital siguen durante la adolescencia, ya que mientras que en los chicos se observaron pocos cambios, en las chicas la tendencia fue descendente, de forma que las adolescentes de más edad mostraron las autovaloraciones más bajas. Adolescents own perceptions of self-evaluation: Self esteem, self efficacy and life satisfaction Abstract: In this study we analyse the relationships between three variables of self-evaluations, being self esteem, self efficacy and life satisfaction. Moreover, we study the evolution of these three aspects during adolescence paying attention to gender differences. The sample was made up of 2400 teenagers aged between 12 and 17 years old taken from 20 high schools in Western Andalusia. In this study we also analyse the relationship between teenager self evaluation and parenting style. Our results show, on one hand, high correlation between self esteem, self efficacy and life satisfaction, and on the other hand, between teenager self evaluation and parenting style. In fact, parental warmth and communication and sense of humor show high correlation with adolescent self evaluation. We also found increasing differences between boys and girls as regards their self esteem, self efficacy and life satisfaction as adolescence progressed. Specifically, little changed was observed in boys, whereas girls’ self-evaluation decreased with age.
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morris, bonnie j. "Tuesday Night Is Nut Loaf: Women's Music-Festival Foods." Gastronomica 12, no. 3 (2012): 46–49. http://dx.doi.org/10.1525/gfc.2012.12.3.46.
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As the title suggests, this essay is a humorous but appreciative look at the cuisine of lesbian/feminist music festivals, which since 1974 have ranged from one-day events to two-week campouts in almost all of the fifty American states. Fans of the women's music movement—which long before Lilith Fair had introduced artists as diverse as Holly Near, Toshi Reagon, Melissa Etheridge, and the Indigo Girls—enjoy several days of concerts and receive meals with their festival packages. These usually vegetarian repasts are an entire subculture of humor and socializing around “lesbian food” of a certain era. How is food important, politically, to this feisty community? How do workers prepare meals for up to 8,000 shirtless women in the woods, in all kinds of weather? And in this very informed, radical community, is the traditional women's work of cooking and cleaning truly respected—or, ironically, taken for granted?
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van der Wal, Amber, Karin M. Fikkers, and Patti M. Valkenburg. "What’s in It for Them? Teens’ Differential Preferences for Types and Contexts of Televised Aggression." Communication Research 47, no. 8 (March 17, 2019): 1206–27. http://dx.doi.org/10.1177/0093650219832231.
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The effect of teens’ exposure to televised aggression depends on the characteristics of the viewer and the portrayed aggression. However, few studies have investigated which teens prefer what forms of televised aggression. Therefore, this study investigated how teens’ trait aggression and sex guide their preferences for types (physical, verbal, and indirect) and contextual features of televised aggression (reward, punishment, justification, graphicness, realism, and humor). A linkage analysis combined survey data of 156 teens (balanced for trait aggression and sex, age 10-14 years) with a content analysis of 4,839 scenes from their favorite television programs. Aggressive teens preferred more physical aggression than less aggressive teens. Trait aggression was not related to preferences for contextual features of aggression. Boys preferred more physical aggression than girls, as well as more realistic, graphic, justified, rewarded, and punished aggression. This study underscores the importance of distinguishing between different viewers and forms of televised aggression.
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Rafika, Rahmi, Issy Yuliasri, and Warsono Warsono. "Flouting of Grice’s Maxims in the Humorous Utterances in American Situation Comedy 2 Broke Girls." English Education Journal 10, no. 4 (December 23, 2020): 474–79. http://dx.doi.org/10.15294/eej.v10i4.39465.
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In daily life, when people interact, they sometimes use humorous utterances in the conversation. Humor may occur because the speakers flout Grice’s maxims. This study aims to describe how Grice’s maxims flout in the humorous utterances in American Situation Comedy 2 Broke Girls in Season 6 Episode 3-9 and the humorous utterances usually contain laughter. The finding of this study shows that all types of maxims were flouted by the actors and there are different language styles involved in the conversations. The maxim which is flouted the most is quantity and the language style which is found the most is hyperbole. The contents of situation which cause the actors to flout Grice’s maxims are as follows; the actors flout maxim of quality when they say something which is blatantly untrue or they lacks adequate. Then, in flouting of maxim of quantity, the actors sometimes give too little information and too much information. The third, the actors flouts maxim of manner when they say ambiguous, sometime being obscure. Last, the actors flout the maxim of relation if they say something irrelevant in responding to the previous topic. This study can be concluded that Grice’s maxims flouted in humorous utterances and the language styles are also found. The most dominant maxim that flouted is quantity.
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Mahnush, Eskandari, and Norouzi Mahnaz. "The Role of Gender in Learning the Russian Language in Iranian Audiences." Siberian Pedagogical Journal, no. 1 (February 26, 2024): 17–25. http://dx.doi.org/10.15293/1813-4718.2401.02.
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The article is devoted to the consideration of the role of gender in the study of the Russian language in Iranian audiences. The goal is to identify the role of gender in the success of Persian-speaking students studying the Russian language in all types of speech activity and in various academic disciplines, such as studying Russian grammar, translation accuracy, learning vocabulary, etc. The novelty of the work lies in the fact that for the first time the role of gender is considered Persian-speaking students to study Russian. In terms of methodology, the present study is a descriptive study conducted using a comprehensive approach. The statistical population of this study included male and female students of all stages of Russian language education at Allameh Tabatabai University. We examined and analyzed the language behavior and exam scores of 87 Iranian students studying Russian at Allameh Tabatabaei University over two academic years. Among them are 60 female students and 17 female students. According to the results of this study, female students studying Russian in an Iranian classroom are more successful in written forms of work, and male students cope better with oral forms of work. The reason is that girls experience discomfort during oral work. Most girls’ fear of making a mistake and being ridiculed as a result keeps them silent during oral classes. The use of group free work, humor and role-playing games helps reduce the fear of making mistakes among female students.
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Curseen, Allison S. "Black Girlish Departure and the “Semiotics of Theater” in Harriet Jacobs's Narrative; or, Lulu & Ellen: Four Opening Acts." Theatre Survey 60, no. 1 (December 21, 2018): 91–121. http://dx.doi.org/10.1017/s0040557418000510.
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Harriet Jacobs'sIncidents in the Life of a Slave Girlwas edited and introduced to its antebellum reading public in 1861 by the white abolitionist Lydia Marie Child. Nearly a century and a half later, another Lydia once again brings Jacobs's story to the public attention asHarriet Jacobs, a stage play by critically acclaimed African American playwright Lydia R. Diamond. Chicago's Steppenwolf Theatre commissioned and debuted the play in 2008 as part of its youth program. Regarded as Diamond's best work, the play ends with Jacobs, recently liberated from her hiding space of seven years, declaring to the audience, “But it was above Grandmother's shed, in the cold and dark, in the heat and solitude, that I found my voice.” This aspirational claim to an unshackled black girl voice reverberates a twenty-first-century renewal of black women artists, scholars, and activists committed to recovering, proclaiming, and celebrating black girls. With subsequent back-to-back productions in 2010 by the Underground Railway Theater and Kansas City Repertory Theatre (KCRep), the play heralds the millennial energy of both the 2013 #blackgirlmagic social-media campaign and the 2014 formation of black girlhood studies (BGS), an academic field that prioritizes “a rigorous commitment to locating the voices of black girls,” and elucidating the “local” intersections of race, gender, and other areas in which “black girls’ agency comes into view.” It is precisely this energetic recovery of a black girl voice on the contemporary stage—a Harriet for the new millennial—that makesHarriet Jacobsso attractive. Describing her vision for the KCRep production, director Jessica Thebus stated: “Our task as I see it, today, is to tell the story with the clarity and energy of Harriet Jacobs's voice with her humor, with her intellect, and consciousness.” And promoting Wayne State's 2017 production, Dale Dorlin writes:For director Billicia Charnelle Hines, Harriet Jacobs is not a slave play, but a prime example of a heroine's journey. “This is an adventure story,” says Hines, “about a heroine who, no matter what, was determined to be free. That's someone I look up to. … I want people to think of her as a hero.”Hines's focus on the hero and adventure genre echoes the comments of Hallie Gordon, director of the original Steppenwolf production, which located the play within another genre of Western subject formation, the bildungsroman; for Gordon, “Harriet Jacobsis about the strength of this one girl who turns into a woman in front of our very eyes.” Critic Nancy Churnin, lauding the play's accessible rendering of a young female who finds in dismal confinement not only freedom but her voice, titled her 2016 review of the Dallas-based African American Repertory Theater's production, “A Slave Tale with Echoes of Anne Frank.” Resonant with Diamond's own desire for “Harriet Jacobs … to exist, theatrically, alongside Anne Frank and Joan of Arc,” Churnin's title presumably refers toThe Diary of Anne Frank,Frances Goodrich and Albert Hackett's 1955 stage adaptation of Anne Frank'sDiary of a Young Girl(first performed at the Cort Theatre on Broadway). Still, considering that Jacobs lived well before Frank, the comparison is curious. Reflected in that curiousness is something of the irony of lauding a portrait of historical black girlhood that obscures the minor complexities of a “slave tale” or “slave play.” The comparison effectively fits the black girl into a role of heroic girl power shaped by a history of white girlhood, in which the slave girl, coming too early, can be imagined only anachronistically at best.
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Has-Tokarz, Anita. "Kryminały (są) dla dziewczyn… — refleksje wokół cyklu detektywistycznego Karen Karbo o Minervie Clark." Literatura i Kultura Popularna 28 (October 6, 2022): 63–80. http://dx.doi.org/10.19195/0867-7441.28.5.
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In recent years, there has been a growing interest in detective literature among the youngest readers. The appeal of this type of literature is confirmed not only by a kind of “publication overproduction” observable in the segment of books for children and young adults, but also by reader rankings. The latter also show two significant trends: firstly — the declining age of the youngest readers who choose detective stories, secondly — girls are beginning to prevail among the young recipients of this literature.
The goal of the article is to seek an answer to the question why young girls increasingly often choose detective literature and what makes it attractive from the reception perspective. The example which is the focus of attention is the mystery-type trilogy written by American author Karen Karbo about the adventures of an eccentric teenager Minerva Clark. The series consists of the following volumes: Minerva Clark Gets a Clue, Minerva Clark Goes to the Dogs, and Minerva Clark Gives Up the Ghost, all of which can be categorized as classical detective stories.
The latest detective fiction for young girls, which readily utilizes gender and feminist topics, features more and more characters of brave and independent female amateur detectives. Minerva Clark has joined this colorful gallery of characters, who appeared in the twentieth-century literature thanks to Miss Marple novels authored by Agatha Christie. The literary character of Minerva Clark arouses associations with another fictional character meant for female teenage readers — Nancy Drew, the titular hero of American novels Nancy Drew Mystery Series, published in the USA since the 1930s.
Minerva Clark has become part of the contemporary discourse on femininity and the role of gender in popular culture. The popularity of the trilogy in question as well as the whole trend of detective stories for girls can be explained in several ways. Apart from the feminine topic repertoire, the literary factors are of significance: suspense-keeping stories, captivating plots, young people’s slang, and most of all — humor, highly thought of by the young audience. In Karen Karbo’s series we are dealing with verbal-intellectual and situational comedy as well as that of characters. The content-related comedy-making factors in the trilogy about Minerva Clark also include humorous narration (play on words), situational scenes, and a happy ending. Books about female teenage detectives such as Minerva evoke a substantial response among their gender also because they are written with present-day girls and their needs in mind.
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., Naveeda, Raiha Aftab, and Halis Sakis. "Battling with Depressive Feelings and Suicidal Ideation: Role of Friendships and Effective Coping in Young Individuals From Hunza Valley, Pakistan." 2021, VOL. 36, NO. 2 36, no. 2 (June 30, 2021): 279–300. http://dx.doi.org/10.33824/pjpr.2021.36.2.16.
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The present study aimed at examining the association between psychological distress, coping strategies, friendship (satisfaction and affection), and suicidal ideation among young individuals of Hunza Valley, Pakistan. The sample of the present study consisted of 117 boys and 278 girls (N = 395). The purposive sampling technique was used to select study participants from different schools and colleges of Hunza valley, Pakistan. The measures of the study included Depression, Anxiety, and Stress Scale (Lovibond & Lovibond, 1995), Brief Cope (Carver, 1997), McGill Friendship Questionnaire-Respondent's Affection (Mendelson & Aboud, 2012), and Suicide Ideation Scale (Rudd, 1989). Analysis was carried out using, t-test analysis, regression analysis, and correlation techniques. The findings of the study indicated significant positive relationships between psychological distress (indicated by the presence of depressive symptoms and suicidal ideation), avoidant coping, humor, and suicide ideation. The findings further indicated that female adolescents scored higher on psychological distress and friendship satisfaction whereas males scored higher on friendship affection. Multiple regression analysis showed predictive nature of age, avoidance coping, friendship satisfaction, and suicidal ideation in depressive symptoms among adolescents.
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Gere, Anne Ruggles. "Indian Heart/White Man's Head: Native-American Teachers in Indian Schools, 1880–1930." History of Education Quarterly 45, no. 1 (2005): 38–65. http://dx.doi.org/10.1111/j.1748-5959.2005.tb00026.x.
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Two teachers at Haskell who had a profound impact on my life were Ella Deloria and Ruth Muskrat Bronson. They stood apart from the others as far as I'm concerned. Ella Deloria was Standing Rock Sioux and a graduate of Columbia…. She taught girls' physical education and drama. Ruth Muskrat Bronson was Cherokee and a graduate of Mount Holyoke. She taught English. They both had such a wonderful sense of humor. They taught non-Indian subject matter but had a very strong respect for Indian culture, and they were clever enough to integrate it into the curriculum. They taught their students to have a healthy respect for themselves as individuals and a pride in their heritage. They taught us about Indian values and kept them alive in us. They respected and encouraged us to voice our opinions in and out of the classroom, and they had the ability to draw out our creativity. When Ruth would tell us to have pride in who we were, she'd say, “Indians are people too. Don't forget that.”
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Klein, Jeanne. "The Cake Walk Photo Girl and Other Footnotes in African American Musical Theatre." Theatre Survey 60, no. 1 (December 21, 2018): 67–90. http://dx.doi.org/10.1017/s0040557418000509.
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On 22 August 1897, theAmerican Woman's Home Journalpublished seven photographs of “The Cake Walk as It Is Done by Genuine Negroes” in which “Williams and Walker Show How the Real Thing Is Done before the Journal Camera.” In this series, the African American stars Bert Williams, George Walker, Belle Davis, and Stella Wiley perform their popular cake walk act with situational humor in medias res before an unknown photographer in a nondescript space. Among the seven selected poses, one intriguing photograph in the lower right-hand corner depicts the encircled dancers gazing down upon an empty space in the center. The subject of their gaze becomes apparent when comparing the magazine images with the seven “Post Cards” Franz Huld published as part of his “Cake Walk/Negro Dance” series around 1901. Although the performers’ poses are the same, the postcard includes extra space between Wiley and Walker to feature a young girl of mixed racial heritage bending forward while hiking the back of her dress with her smiling face proudly held high (Fig. 1). If standing upright, she appears to be less than four feet tall and perhaps five to nine years of age. Given the obscure date and location of her photo shoot, her birth year could range anywhere from the mid-1880s to the early 1890s. Like Thomas F. DeFrantz, an African American dance theorist who gazes upon two 1920s photographs of other dancing girls, my gaze leads me to wonder about her identity, how she met and socialized with these four dancers, and whether she pursued a theatrical career.
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Tanoukhi, Nirvana. "The Movement of Specificity." PMLA/Publications of the Modern Language Association of America 128, no. 3 (May 2013): 668–74. http://dx.doi.org/10.1632/pmla.2013.128.3.668.
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If you want to know about Africa, read our literature—and not just Things Fall Apart.—Chris AbaniChimamandaadichie summarizes the current dilemma of the peripheral writer in thetitle of her recent ted talk: “The danger of a Single Story.” The talk's masterly braiding of ethos, pathos, and humor epitomizes the winning formula of this distinctively metropolitan media genre. But Adichie's rhetorical ingenuity interests us not as a cultural spectacle—the scene of a young African writer's anointment by metropolitan brokers as an upcoming “world writer”—but for what it structurally illuminates about the kind of minoritarian literary consciousness that gave birth to the concept of world literature. The speech begins by taking the audience down a well-trodden path, the story of Adichie's beginnings as a young writer in Nigeria—specifically, the naïveté of her childhood compositions: “All my characters were white and blue-eyed, they played in the snow, they ate apples, and they talked a lot about the weather, how lovely it was that the sun had come out.” How deluded and childish it now seemed to Adichie, this business of putting cloudy skies and sumptuous apples in an African story. Luckily, African novelists like Chinua Achebe and Camara Laye already existed to dispel her original disorientation, so that she learned to replace the landscapes of British and American fiction with familiar settings where “people like me, girls with skin the color of chocolate, whose kinky hair could not form ponytails, could also exist in literature.”
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Odintsova, M. A., D. V. Lubovsky, E. S. Gusarova, and P. A. Ivanova. "Adolescent Resilience Profiles (on the Example of Adolescents with Congenital, Acquired Disabilities and Healthy Peers)." Клиническая и специальная психология 11, no. 3 (2022): 181–204. http://dx.doi.org/10.17759/cpse.2022110308.
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The problem of the research is important in the context of psychological assistance and interaction with adolescents with disabilities. The study aimed to carry out a comparative analysis of the resilience profiles of adolescents with congenital (cerebral palsy), acquired disabilities (oncology, rheumatic diseases) and healthy peers. The study involved 51 adolescents with cerebral palsy, 61 with oncological diseases, 51 with rheumatic diseases and 86 conditionally healthy adolescents aged 13 to 18 years old. In total it embraced 249 teenagers (mean age 14.94+1.48), of which 128 were male and 121 were female. There were used the following methods: the “Victimity” questionnaire (M.A. Odintsova, N.P. Radchikova), “Resilience Test” (E.N. Osin, E.I. Rasskazova) and “COPE” questionnaire (E.I. Rasskazova, T.O. Gordeeva, E.N. Osin). The study revealed significant differences in the resilience profiles of adolescents from different groups: healthy teenagers are mainly characterized by unstable and resilient profiles; adolescents with oncology and rheumatic diseases — by all three profiles; adolescents with cerebral palsy — by victim and unstable ones. The female part of the sample, unlike the male part, are characterized by unstable and victim profiles. The most significant differences in groups with different resilience profiles were found in coping strategies related to the dysfunctional coping style. The use of coping strategies: behavioral disengagement, mental disengagement, concentration on emotions and humor leads to a decrease in resilience in the boys of the entire sample. Concentration on emotions, behavioral disengagement, mental disengagement, and infrequent use of active coping are predictors of reduced resilience in girls.
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Forouzesh, Mehdi, Abdolrazagh Barzegar, Seyed Amirhosein Mahdavi, Masoud Ghadipasha, Seyed Shahram Mousavi, Roya Kordrostami, Nahid Dadashzadeh, and Rohollah Valizadeh. "The Rate of Suicide and its Reasons in Children Under the Age of 18 Years." International Journal of Medical Toxicology and Forensic Medicine 12, no. 2 (March 1, 2022): 35084. http://dx.doi.org/10.32598/ijmtfm.v12i2.35084.
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Background: The type of suicide is determined by various factors, such as accessibility to drugs, economic problems, and psychological disorders.This study aimed to assess the rate of suicide and its reasons in children <18 years. Methods: This was a cross-sectional study carried out on 350 autopsy bodies less than 18 years of age in Tehran Forensic Medicine Center in 2010-2020 who had struggled with suicide. Data were analyzed using SPSS software v. 18. Results: Mean±SD age of children was 16.36±1.76 years. The most common method in children less than 15 years and over 15 years was hanging (n=36) and poisoning with chemical substances (n=139), respectively (P<0.001). The most common method of suicide was poisoning with chemical substances (n=147, 42%). The most common method of suicide in girls and boys was poisoning with chemical substances (n=81) and hanging (n=75), respectively. The highest number of children who struggled were residents in the outskirt of Tehran (n=113, 32.5%). The suicide rate in people with depressive disorder and tentative injury was 10% (n=35) and 18.6% (n=65). In 13 patients, vitreous humor alcohol was positive (Mean±SD alcohol: 60.61±43.03 mg/dl). The most common toxin observed in toxicology was rice tablet or aluminum phosphide (n=90, 25.7%). Regarding drug toxicity in toxicology, 52.6% (n=86) was not positive. Opium was found in 7.4% of cases (n=26). Conclusion: The suicide rate has been on the rise during the past ten years through hanging and poisoning with chemical substances, such as aluminum phosphide, opium, and tricyclic antidepressants, especially in the outskirts.
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Forouzesh, Mehdi, Abdolrazagh Barzegar, Seyed Amirhosein Mahdavi, Masoud Ghadipasha, Seyed Shahram Mousavi, Roya Kordrostami, Nahid Dadashzadeh, and Rohollah Valizadeh. "The Rate of Suicide and its Reasons in Children Under the Age of 18 Years." International Journal of Medical Toxicology and Forensic Medicine 12, no. 2 (March 1, 2022): 35084. http://dx.doi.org/10.32598/ijmtfm.vi.35084.
Full textAbstract:
Background: The type of suicide is determined by various factors, such as accessibility to drugs, economic problems, and psychological disorders.This study aimed to assess the rate of suicide and its reasons in children <18 years. Methods: This was a cross-sectional study carried out on 350 autopsy bodies less than 18 years of age in Tehran Forensic Medicine Center in 2010-2020 who had struggled with suicide. Data were analyzed using SPSS software v. 18. Results: Mean±SD age of children was 16.36±1.76 years. The most common method in children less than 15 years and over 15 years was hanging (n=36) and poisoning with chemical substances (n=139), respectively (P<0.001). The most common method of suicide was poisoning with chemical substances (n=147, 42%). The most common method of suicide in girls and boys was poisoning with chemical substances (n=81) and hanging (n=75), respectively. The highest number of children who struggled were residents in the outskirt of Tehran (n=113, 32.5%). The suicide rate in people with depressive disorder and tentative injury was 10% (n=35) and 18.6% (n=65). In 13 patients, vitreous humor alcohol was positive (Mean±SD alcohol: 60.61±43.03 mg/dl). The most common toxin observed in toxicology was rice tablet or aluminum phosphide (n=90, 25.7%). Regarding drug toxicity in toxicology, 52.6% (n=86) was not positive. Opium was found in 7.4% of cases (n=26). Conclusion: The suicide rate has been on the rise during the past ten years through hanging and poisoning with chemical substances, such as aluminum phosphide, opium, and tricyclic antidepressants, especially in the outskirts.
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Pinelo Trancoso, Manuel Antonio, and Diego Ardura. "Deporte extraescolar e inteligencia emocional en estudiantes de secundaria: efectos del tipo de agrupamiento deportivo y del sexo." Cuadernos de Psicología del Deporte 23, no. 1 (January 4, 2023): 38–52. http://dx.doi.org/10.6018/cpd.510651.
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The development of emotional intelligence has been related in previous studies to sports practice and physical activity. The purpose of this research was to analyze the effects of extracurricular sports practice, sports grouping (collective or individual), and gender on the emotional intelligence of adolescents. The sample comprised 384 secondary school students. Students averaged 14.1 years, being 53.5% girls and 46.5% boys. The measurement of emotional intelligence was carried out using the Bar-On’s Emotional Intelligence Inventory Youth Version (EQ-I: YV, Bar-On and Parker, 2000). Results showed that there is an uneven development in the different dimensions of emotional intelligence among Spanish secondary school students (h2=.478), with general mood and interpersonal intelligence being the most prominent features. In addition, girls outperformed boys in interpersonal (h2=.014) and intrapersonal intelligences (h2=.023), reaching boys higher scores in adaptability (h2=.016). At the same time, an impact of extracurricular sports practice and, in particular, of team sports on the students’ general state of mind was detected (h2=.028), while intrapersonal intelligence is directly related to the practice of individual sports. Finally, an interaction effect (h2=.032) between sport grouping and sex was observed in intrapersonal intelligence, indicating that girls could present an advantage in the development of this trait when practicing individual sports. El desarrollo de la inteligencia emocional se ha relacionado en estudios previos con la práctica deportiva y la actividad física. El propósito de esta investigación fue analizar los efectos de la práctica de deporte extraescolar, del agrupamiento deportivo (colectivo o individual) y del sexo en la inteligencia emocional de los adolescentes. La muestra estuvo compuesta por 384 estudiantes de educación secundaria. La edad media de las personas participantes fue de 14.1 años y su distribución por sexos: 53.5% de chicas y 46.5% de chicos. La medida de la inteligencia emocional se llevó a cabo utilizando el Inventario de Inteligencia Emocional de Bar-On en su versión para jóvenes (EQ-I: YV, Bar-On y Parker, 2000). Los resultados mostraron que existe un desarrollo desigual en las diferentes dimensiones de la inteligencia emocional entre el alumnado español de educación secundaria (h2=.478), siendo el estado de ánimo general y la inteligencia interpersonal los rasgos más destacados. Además, se han encontrado diferencias estadísticamente significativas a favor de las chicas en las inteligencias interpersonal (h2=.014) e intrapersonal (h2=.023), superándolas los chicos en la adaptabilidad (h2=.016). Paralelamente se detectó un impacto de la práctica deportiva extraescolar y, en particular, de los deportes colectivos en el estado de ánimo general del alumnado (h2=.028), mientras que la inteligencia intrapersonal está relacionada directamente con la práctica de deportes individuales. Finalmente, se observó un efecto de interacción (h2=.032) entre el agrupamiento deportivo y el sexo que indica que las chicas podrían presentar una ventaja en el desarrollo de su inteligencia intrapersonal mediante la práctica de deportes individuales. O desenvolvimento de a inteligência emocional tem sido previamente relacionada com a prática desportiva e com a atividade física. Esta investigação teve como objetivo analisar os efeitos da prática desportiva extracurricular e do agrupamento desportivo (coletivo ou individual) nos tipos de inteligência emocional em adolescentes. A amostra foi composta por 384 estudantes do ensino médio. O nível de inteligência emocional foi medido através do Inventário de Inteligência Emocional Bar-On, utilizando asua versão para jovens (EQ-I: YV, Bar-On e Parker, 2000). Os resultados sugeriram que há um desenvolvimento desigual nas diferentes dimensões da inteligência emocional nos alunos espanhóis de ensino médio; o humor geral e a inteligência interpessoal foram as características que mais se destacaram. Além disso, foram encontradas diferenças estatisticamente significativas a favor das meninas na inteligência interpessoal e intrapessoal, superando os meninos na adaptabilidade. Paralelamente, detetou-se um impacto da prática desportiva extracurricular e, em particular, dos desportos coletivos no estado de espírito geral dos alunos, enquanto a inteligência intrapessoal está diretamente relacionada com a prática desportiva individual. Por fim, observou-se um efeito de interação entre agrupamento desportivo e sexo, indicando que as meninas poderiam ter vantagem no desenvolvimento da sua inteligência intrapessoal através da prática de desportos individuais.
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Kotthoff, Helga. "Gender and humour." Linguistik Online 118, no. 6 (December 26, 2022): 57–80. http://dx.doi.org/10.13092/lo.118.9084.
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The article presents a research overview on developments in the field of gender and humour over the last fifty years, going back a bit further in relation to literature and film. The research comes mainly from linguistics and communication studies, but also from sociology, psychology, literature and media studies. Most changes lie in the appropriation of multifaceted humorous forms by girls and women. Humour becomes apparent as a component of a social semiotics that indexes and stylizes (non)traditional gender poles. The sub-themes revolve around humour development in children, laughter as a form of communication, humour in the world of work and in the media.