Este trabalho tem como objetivo central a análise da obra AvóDezanove e o segredo do soviético, do escritor angolano Ondjaki, em que o autor, relacionando memória e ficção, recria, pela perspectiva de um narrador-menino, o tempo e o espaço de sua infância vivida em Luanda nos anos 1980. A análise tem como base o conceito de memória coletiva desenvolvido pelo sociólogo francês Maurice Halbwachs e objetiva demonstrar de que forma esse conceito pode ser relacionado à elaboração da narrativa Avó Dezanove e o segredo do soviético e, mais especificamente, qual o papel que as duas avós do menino-narrador, AvóAgnette e AvóCatarina, desempenham na construção dessa memória coletiva. Procuraremos demonstrar também como AvóDezanove e o segredo do soviético está inscrita em um projeto literário do autor que, por meio da memória da infância, oferece elementos de reflexão sobre a história de Angola independente. / This work has as main objective the analysis of AvóDezanove e o segredo do soviético, by the Angolan writer Ondjaki, in which the author, relating memory and fiction, recreates, from the perspective of a narrator-boy, the time and space of his childhood lived in Luanda in the 80s. The analysis is based on the concept of \"collective memory\" developed by the French sociologist Maurice Halbwachs and aims to show how this concept can be related to the elaboration of the narrative AvóDezanove e o segredo do soviético and, more specifically, what role the two boy-narrators grandmothers, AvóAgnette and AvóCatarina, play in building this collective memory. We will also demonstrate how AvóDezanove e o segredo do soviético is entered in a literary project of the author who, through childhood memory, offers some reflection elements on the history of independent Angola.

Este trabalho trata do pensamento social conservador na modernidade brasileira contemporânea. O texto parte de uma análise da bibliografia consagrada sobre conservadorismo, modernidade contemporânea e brasileira, analisando suas categorias fundamentais e colocando-as em contraste com uma análise empírica do pensamento social de um grupo de indivíduos conservadores imersos na modernidade brasileira: o movimento escoteiro no Brasil. As conclusões indicam que o fenômeno do pensamento conservador brasileiro segue uma lógica própria, de um conservadorismo progressista, distinto daquele encontrado em outros países europeus e anglo-saxônicos. / This dissertation deals with the conservative social thought in contemporary Brazilian modernity. The text begins with a review of the literature devoted about conservatism and contemporary Brazilian modernity, analyzing its key categories and contrasting to an empirical analysis of social thought in a conservative group immersed in Brazilian modernity: the boy scout movement in Brazil. The conclusions indicate that the phenomenon of conservative thought in Brazil follows its own logic: a \"progressive conservatism\" as distinct from that one found in other European and Anglo-Saxon countries.

This thesis is a commentary on Patrick McCabe's novel, The Butcher Boy, which was published in 1992. The novel is told through the perspective of the main character, Francie Brady, who through the majority of the narration is depicted as a young boy. Francie's life is riddled with tragedy with his moving from the loss of one important person in his life to another until the pain of these losses triggers a violent paranoid outburst resulting in the murder of the fixation of an obsession of his, Mrs. Nugent. This thesis looks at the events of the novel through the perspective and insight provided by Ursula K. Heise's theories of "posthistory" and the "hyper-present," as well as Paul Grainge's concepts of the "Mood" and the "Mode" of nostalgia.

published_or_final_version / Architecture / Master / Master of Architecture

Syftet med studien är att undersöka vilka strategier som är effektivast för att få hjälp och påkalla lärares uppmärksamhet i klassrummet samt om dessa skiljer sig mellan pojkar och flickor respektive årskurs två och sex. Frågeställningarna lyder: hur påkallar eleverna lärares uppmärksamhet och söker hjälp i klassrummet? Hur länge behöver eleverna vänta på hjälp? Metoden för studien är observation och totalt genomfördes 66 observationer i årskurs två och sex. Ett observationsschema med färdiga kategorier, grundade i tidigare forskning, användes. Tre typer av strategier för att be om hjälp och påkalla lärarens uppmärksamhet registrerades: handuppräckning, verbala strategier och fysiska strategier. De två förstnämnda observerades under lärarledd undervisning, medan samtliga strategier observerades under enskilt arbete. Flickor sökte överlag mer hjälp i klassrummet än vad pojkar gjorde. Flickor i årskurs två använde handuppräckning i störst utsträckning, medan pojkar i årskurs två framför allt använde verbala och fysiska strategier. Däremot var det pojkar som väntade kortast tid vid handuppräckning och flickor som väntade kortast tid vid användandet av verbala och fysiska strategier. Det är en signifikant skillnad i väntetiden mellan handuppräckning och de två övriga strategierna. Till exempel väntar elever i årskurs sex i snitt 71,9 sekunder vid handuppräckning medan de får hjälp efter 4,3 sekunder vid användandet av verbala strategier. I årskurs sex sökte pojkar hjälp och påkallade lärarens uppmärksamhet i större utsträckning än flickor i årskurs sex. Av alla elevgrupper behövde flickor i årskurs sex vänta längst tid på hjälp vid handuppräckning respektive kortast tid vid användandet av verbala och fysiska strategier. Studien har bidragit till ökad förståelse om hjälpsökande i klassrummet. Vi tror att valet av strategi har olika betydelse beroende på om man är pojke eller flicka och att det kan förklara varför både strategier och väntetider skiljer sig dem emellan. Elever i årskurs två och sex har olika förväntningar på sig eftersom de befinner sig i olika kognitiva utvecklingsstadier och det är lätt att anta att deras val av strategi således skiljer sig åt. Vi tror dock att det finns andra förklaringar inom till exempel det sociokulturella perspektivet. / The aim of this study is to examine what strategies are the most efficient when pupils ask for help and seek their teachers’ attention in the classroom. In addition we examine whether these strategies differ between boys and girls and between second and sixth year junior pupils. How do pupils seek teachers’ attention and ask for help in the classroom? For how long do pupils wait for teachers’ help? The empirical study was carried out through observation with a total of 66 observations in second and sixth year junior classrooms. A form with premade categories, based on published scientific reports, was used. Three different strategies of help and attention seeking were noted: raising hands, verbal strategies and physical strategies. Raising hands and verbal strategies were observed during teaching while all of the above were observed during self studies. Over all, girls sought help more frequently than boys. Regarding second year junior classes, girls mainly raised hands, while boys mainly used verbal and physical strategies. Meanwhile, the waiting time for boys was the shortest when raising hands while girls waited the shortest when using verbal and physical strategies. Generally, there is a significant difference in waiting time between raising hands and the two remaining strategies. When raising hands second year junior pupils and sixth year junior pupils wait on average 71,9 seconds and 97,1 seconds respectively, in comparison to verbal strategies where they wait on average 9,5 seconds and 4,3 seconds respectively. Boys in sixth year junior classrooms sought teachers’ attention and asked for help more frequently than girls in sixth year junior classrooms. Over all, girls in sixth year junior classrooms waited the longest and the shortest when raising hands and when using verbal and physical strategies respectively. This study has contributed to increased knowledge regarding help and attention seeking in classrooms. We believe that choices of strategies have varied effect depending on sex, which can explain why strategies and waiting time differ between boys and girls. Since second and sixth year junior pupils experience different levels of pressure based on how far gone they are in the cognitive development progress, it seems like a safe assumption that this is why the use of different strategies varies between age groups. However, we argue that other explanations may be found when looked upon through a socio-cultural perspective.

La Fédération des scouts catholiques de la province de Québec fut fondée en 1935. Elle possédait un objectif exigeant : former des hommes, des chrétiens et des citoyens. Plus encore, elle se proposait de former des chefs aptes à influencer la société canadienne-française. Bien que chapeauté par l’Église catholique, le mouvement scout laissait aux laïcs une place prépondérante. Le scoutmestre (SM) et le chef de patrouille (CP) étaient les deux principaux chefs laïcs de la troupe scoute. Ils étaient respectivement en charge de la troupe (24 à 32 jeunes) et de la patrouille (6 à 8 jeunes). Le CP était lui-même un jeune scout. Par eux transitaient les idéaux et les systèmes de représentation inculqués aux jeunes. Ils devaient être formés adéquatement pour leur charge. Plus que de simples compétences de meneur, leur formation visait à leur transmettre un véritable rapport au monde : l’idéal du chef scout. Ce mémoire examine la méthode scoute prônée par la Fédération, tout en la nuançant avec le vécu de chefs et de jeunes scouts dans quatre troupes outremontaises. L’effet de la Révolution tranquille sur la représentation traditionnelle du chef scoute sera aussi abordé. / The Quebec Federation of catholic scouts was founded in 1935. Its goals were demanding: it proposed to train men, Christians and citizens. Moreover, it intended to train leaders who could influence the French-Canadian society. Although headed by the Catholic Church, the Francophone Quebec scout movement was in fact dominated and directed by laymen. The Scoutmaster (SM) and the Patrol Leader (PL) were the two main lay leaders of the scout troop. They were respectively in charge of the troop (24-32 youths) and the patrol (6-8 youths). The PL was a young scout himself. The ideals and system representations conveyed to youths were transmitted through the SM and PL. They needed to be trained appropriately to respect their commitment. Beyond the regular competencies of a leader, their training proposed to transmit nothing less than an authentic dealing with the world: the ideal of Scoutmaster. Taking the scout method recommended by the Federation as a formal background, this dissertation analyses its true life actualization by Scoutmasters and Patrol Leaders of four Outremont troops. The impact of the Quiet Revolution on the traditional representation of the boyscout leader is also examined.

The boy in his late middle childhood faces enormous changes — physically, socially and mentally. World-wide, people experience challenges - politically and economically as well as regarding social structures such as families. Children are not excluded from these challenges. Family structures change over time and fathers are increasingly becoming absent in the lives of their children. This Master's dissertation provides information concerning three major aspects regarding the boy. The first, as described in Article 1, is the effect of the absent father on the boy in his late middle childhood and that of the alternative father figure, the mentor. The second major aspect, as described in Article 2, is the influence of family ordinance on the boy in his transition phase from middle childhood into adolescence, his experience of the biological father and his expectancies regarding a mentor relationship The third major aspect is the adolescent boy's experience of his biological father, the influence of an alternative father figure, namely the mentor, and the affect of the mentor relationship. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2008.

The boy in his late middle childhood faces enormous changes — physically, socially and mentally. World-wide, people experience challenges - politically and economically as well as regarding social structures such as families. Children are not excluded from these challenges. Family structures change over time and fathers are increasingly becoming absent in the lives of their children. This Master's dissertation provides information concerning three major aspects regarding the boy. The first, as described in Article 1, is the effect of the absent father on the boy in his late middle childhood and that of the alternative father figure, the mentor. The second major aspect, as described in Article 2, is the influence of family ordinance on the boy in his transition phase from middle childhood into adolescence, his experience of the biological father and his expectancies regarding a mentor relationship The third major aspect is the adolescent boy's experience of his biological father, the influence of an alternative father figure, namely the mentor, and the affect of the mentor relationship. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2008.

In recent decades, male protagonists in Australian realist fiction for young adult readers have increasingly become more others-regarding, emotionally intelligent, and self-aware. (John Stephens 2000; Perry Nodelman 2002). Psychologist Roger Horrocks (1995) claims these protagonists are less “tendentious and more realistic” than male protagonists of the past. These boys, despite not bearing the hallmarks of hegemonic masculinity, develop subjective agency and ultimately propose new ways for young men to construct their gender identity. Using Phillip Gwynne’s (1998) Deadly Unna? and David Metzenthen’s (2000) Boys of Blood and Bone as case studies, and my own novel My Private Pectus as creative practice, I explore the construction and deconstruction of hegemonic, complicit, and alternative masculinities in Australian realist young adult fiction. I also analyse the construction of the New Age Boy—a label used by John Stephens for young male protagonists who develop positive self esteem because of their perceived gender differences compared to boys of the hegemonic masculine type. By critiquing the manner in which masculinities are constructed in each case study, and supporting my critique through the literature of leading gender theorists, I question the seemingly homogenous manner in which the New Age Boy gains agency. This question is further explored through my creative practice, as I put into dialogue a protagonist who also recognises his gender differences, but instead of proposing a new and better masculinity, he tries to adhere to and reap the rewards of hegemonic masculinity.

In the traditionally patriarchal Hollywood industry, the heterosexual man’s “male gaze,” as coined by feminist film theorist Laura Mulvey, is the dominant viewing model for cinematic audiences, leaving little room for a negotiated reading of how visual images are created, presented, and internalized by male and female audiences alike. However, as Hollywood’s shifting feminist landscape becomes increasingly prevalent in the mainstream media, content incorporating the oppositional “female gaze” have become the new norm in both the film and television mediums. Through an extended analysis of the gaze as socialized through gendered learning in children, the “safe space” afforded through the formulaic platform of “boy bands,” and the function of romantic comedies and the emerging feminist rhetoric prevalent in such films as “Magic Mike: XXL,” the conceptual “female gaze” is defined and explored through the demographic of young girls as they grow and push their understanding of desire, particularly as they develop into the mature, media-cosuming women that have become increasingly vocal in the Hollywood sphere.