This thesis contends that the contemporary phenomenon of youth football is the fruit of a variety of historical developments over the twentieth century. The manner in which the junior game evolved as an independent subset of the sport in France and America was certainly exemplary of the idiosyncrasies of national sporting culture, football in particular, the general timeline of each country as well as the place of 'youth' in wider society. The present study aims to expand the understanding of the game of football, specifically the youth sector, through a transnational line of enquiry covering the period from circa 1920 to circa 2000. The thesis structure is broadly thematic and chronological. This comparative approach attempts to remain coherent across both countries with a goal of outlining the core issues and major shifts which occurred over the chosen period. Youth football underwent a process of demarcation from the adult or elite game but maintained and furthered specific mechanisms linking the two across sporting, educational, and professional bridges. With the decade of the 1970s serving as a turning point, the youth level achieved a sort of independence while being inextricably fused to the top level. The essence of the growing separation of the youth from the senior level rested on the fundamental notion of 'age' as opposed to 'ability'. The organisation of football around this concept of 'age', and the resulting limitation of participation, provided a basis for 'junior' football as a distinct entity by the last quarter of the twentieth century. Subsequent divisions extended the differences between age categories and created a full competitive youth spectrum for younger and younger players. The game was, as a result, 'juvenilized'. The registration of players and the competitions for which this registration was so important reflected the relevance of 'age'. Throughout this process, though in different ways and at different speeds in the two countries studied, the youth game was drawn away from its roots in the school and as a pillar of the world of education. After the initial interwar and post-war eras, youth football moved toward the worlds of the club and association. This specialisation of the game was also evident in the rules and the equipment, all of which were progressively adapted for a more pedagogically correct, and perhaps commercially oriented, fit. While the youth game separated from the adult footballing world through age classification, distinct competitive spaces, adapted rules and equipment, that expanding gulf was continually bridged in various ways in order to maintain, develop, and create new links between these two increasingly distinct sectors of the sport. The link with the elite and the professional levels was certainly not new, but from the 1970s onwards it was solidified over time and the relationship grew closer as education moved farther away or, at the least, took a back seat to 'professional training'. By the close of the twentieth century, this ultimately placed the youth game as distinct from the adult game. Yet, somewhat contradictorily, it was closer than ever to the elite professional domain. As subject to international, professional and commercial forces, the youth game was fused to elite football. These three forces pulled youth football away from their uniquely national idioms and towards a more globalized arena. Harmonizing the experience across national boundaries, a blend of educational, sporting and professional bridges ensured and furthered the connection between the youth and the adult elite player. From the late nineteenth century's amateur world view - where football and sport were idealized as a means for development of the human being or the vehicle for the transmission of elite social values - the effects of professionalization turned football into an end in itself as a legitimate career. From child's play to a real métier. By the end of the twentieth century, the youth game stood confidently with one foot in each world.

Although the survival rate of childhood cancer is high, nearly two thirds of these survivors experience negative long-term secondary side effects from cancer treatments. Infertility is one such side effect that can have a prominent impact on quality of life as the patient ages. It is important for nurses working with pediatric oncology patients to provide the patient and family with education about risk for infertility and fertility preservation (FP) in order to allow families to make decisions about FP before cancer treatment starts. However, pediatric oncology nurses report being uneducated about FP guidelines and are hesitant to broach this subject with families. The purpose of this HIM thesis is to review nurse perceived barriers related to educating patients and their families about the risk for infertility following cancer treatments and FP and to make recommendations for improving communication between nurses and families about FP. A search was performed using CINAHL, PreCINAHL, PsychINFO, PsychARTICLES, and Medline databases and examined peer-reviewed quantitative and qualitative research studies. Key terms used in the database searches were ped' OR child', onco' OR cancer', fert', and nurs'. Findings indicated that there were many barriers for pediatric oncology nurses, which inhibited the discussion of FP with patients and families such as lack of knowledge and resources, provider attitudes toward FP, and patient factors. Based on the findings, the researcher identified several interventions to aid pediatric oncology nurses in overcoming these barriers to FP discussion.

Overweight and obese children have increased risks for multiple preventable diseases and conditions which can impair their physiological health and significantly increases the overall cost of their healthcare. Free mobile applications and technology for weight loss, dietary tracking, and physical activity may be quite useful for monitoring nutritional intake and exercise to facilitate weight loss. If so, nurses are well positioned to recommend such tools as part of their efforts to prevent childhood obesity and help children and parents better manage childhood obesity when it is present. However, there are no guidelines that nurses can use to determine what applications or technologies are most beneficial to children and their parents. The purpose of this project is to develop such guidelines based on a review of the scientific literature published in the last 5 years. Articles regarding healthy-lifestyle promoting mobile applications and technological approaches to health and fitness interventions were identified by searching articles indexed by CINAHL, Psychinfo, Medline, ERIC, IEEE Xplore, and Academic Search Premier. Identified articles were assessed using Melnyk’s hierarchy of evidence and organized into tables so that implications for research and suggestions for practice could be made.

Avec son ouvrage L’Enfant et la vie familiale sous l’Ancien Régime, Philippe Ariès a découvert l’enfant comme objet de recherche interdisciplinaire. Cependant, une étude systématique sur le thème dans la littérature française des XVIIe et XVIIIe siècles n’a pas encore été entreprise. C’est pourtant à cette époque que le regard sur l’enfant change considérablement. La littérature de ces deux siècles ne témoigne pas seulement de cette évolution, mais joue un rôle décisif dans l’élaboration d’une nouvelle conception de l’enfance qui préfigure en bien des points le renouveau rousseauiste. S’appuyant sur un appareil critique interdisciplinaire, qui invite à envisager l’enfant comme une construction de la réalité adulte dont les critères définitoires sont souples, cette thèse se propose d’étudier la représentation des personnages enfants dans un corpus de textes en prose, leur fonction dans l’économie du récit et leur implication dans les débats sociaux et philosophiques de l’époque. Une première partie est consacrée à l’enfant comme objet de la réalité adulte. Suivant la logique de la sociologie de la connaissance, nous avons défini l’enfant comme objet de la réalité sociale et soumis au discours adulte. L’objectif de cette première partie est de montrer dans quelle mesure l’enfant apparaît dans les textes de notre corpus comme objet de représentation, modelé selon le discours adulte. Cependant, l’enfant de la littérature classique ne se laisse pas réduire au seul statut d’objet. Dans tous les textes dans lesquels un personnage enfant occupe plus qu’un instant, les auteurs s’intéressent à sa formation, personnelle, mais surtout sociale. Ainsi, une deuxième partie est consacrée à l’enfant dans son dynamisme car il fascine les auteurs de l’âge classique précisément pour son caractère éphémère. Enfin, la troisième partie rend compte de l’enfant comme sujet, au sens sociologique du terme, c’est-à-dire comme individu doté d’une certaine subjectivité – dans la mesure où l’on peut appliquer ces notions anachroniques aux siècles classiques. Dès le XVIIe siècle, mais surtout à partir du début du XVIIIe siècle, certains auteurs commencent aussi à réfléchir davantage sur les origines de l’être humain, sur sa faculté de raisonnement et sur ce qui le distingue des autres espèces – sujets qui paraissent impossibles sans le détour par l’enfant. / Philippe Ariès’ work, L’Enfant et la vie familiale sous l’Ancien Régime, founded the child as an object of interdisciplinary interest. However, a systematic study of the theme in 17th and 18th century French literature has not up until now been realised, although it appears to be during this period that the perception of the child evolves to a considerable extent. The literature of these two centuries not only shows this evolution, it also plays a major role within the elaboration of a new conception of the idea of childhood, which prefigures in many points the rousseauist renewal. Basing our study on an interdisciplinary corpus of critical works, we endeavour to study the representation of childcharacters within a prose corpus, their function of within the narration and their implication in the social and philosophical debates of the times. Our first chapter focuses on the child as an object of the adult reality. Adopting a sociology of knowledge perspective, we have defined “the child” as an object of social reality and subject to the adult discourse. The objective of this first chapter is to analyse the way the child appears in the writings of our corpus as an object of representation, sculptured according to adult discourse. However, the child as a character in classical French literature cannot be reduced to this status of objectivation. In all the texts in which a childcharacter occupies more than a passing role, the author shows his interest in the child’s personal, and most of all, social, development. For that reason, the second chapter analyses the child’s dynamism, because in 17th and 18th century, the child is considered fascinating due to his fleeting identity. Finally, the third and last chapter focusses on the child as a subject in a sociological meaning, as an individual provided with a certain degree of subjectivity. From the 17th century onwards, but mainly within the first part of the 18th century, some authors also start to think about the origins of the human species, man’s intellectual faculties and the points that enable us to differentiate between human beings and other species – questions that can’t be answered, or even asked, without taking the child as a central question.