Thesis (M.A.)--Georgia State University, 2008. / Title from file title page. Jennifer Patico, committee chair; Emanuela Guano, Megan Sinnott, committee members. Description based on contents viewed Sept. 10, 2009. Includes bibliographical references (p. 141-147).

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abstract: Since 1939, Batman has been a staple character of the comic book industry. He has been used throughout the last 80 years as a conduit through which to portray mental health content. This thesis analyzes how mental health content has changed in Batman comic books from 1939 to today. Based on existing research, I identified that mental health content has been present in Batman comic books for as long as they have existed. According to my research results, content can be traced back to the Golden Age of comic books (1939-1956), with a decrease in content in the Silver Age of comic books (1956-1970) due to the emergence of the Comics Code Authority. In the Bronze Age of comic books (1970-1986), mental health content reached its peak. In the Modern Age of comic books (1986-Present), content once again dropped, but not as low as in the Golden and Silver Ages. Identifying how mental health representation has changed since 1939 can help researchers to better understand how comic books can be used to communicate with readers. / Dissertation/Thesis / Masters Thesis Technical Communication 2020

Baby Blue is a comic book about friendship and romantic love that is told by two characters. I want to explore more on understanding a complicated feeling between romantic love and friendship love. Since relationships are very complicated and difficult to understand, I think it’s a good way to go through a journey with the main character and see how she’s dealing with her own feelings. In this report, I explained more about my process and everything you need to know about Baby Blue.

​El presente artículo de investigación busca reconocer la problemática actual de la falta de identidad nacional en jóvenes de educación secundaria de zonas específicas de Lima a causa de la falta de una apropiada educación en los centros educativos, así como la falta de integración social en la escuela. El objetivo de la investigación realizada consiste en contribuir a la formación de la identidad nacional en los jóvenes mediante el uso del diseño gráfico, por medio de la historia del Perú y la historieta. Brindando una alternativa que capte la atención e interese a los alumnos. Se ha optado por la metodología de investigación experimental, ya que se realizará un estudio con variables experimentales en un entorno fijo. El nivel de investigación es el experimental y el enfoque elegido es el mixto pues se realizarán métodos cuantitativos como cualitativos. De esta Manera se plantea como posible solución el uso de la historieta como un medio generador y proveedor de identidad nacional en las escuelas secundarias. Una solución que se plantea en base a los resultados que se han obtenido durante la investigación del problema y sus orígenes. En Conclusión, la respuesta de los jóvenes a la propuesta fue positiva y los resultados de los test realizados resultó en un 60% de acierto por lo que se puede validar la hipótesis planteada. / The present research article seeks to recognize the current problem of the lack of national identity in young people in the education of the specific areas of Lima, cause of the lack of an adequate education in the educational centers, as well as the lack of social integration in the school. The objective of the research is to contribute to the formation of national identity in young people through the use of graphic design, through the history of Peru and the comic strip. Providing an alternative that captures the attention and interests of students. The chosen methodology has been the experimental research, a study has been developed with experimental variables in a fixed environment. The level of research is experimental, and the chosen approach is mixing to perform quantitative and qualitative methods. In this way, the possible use of the comic strip as a generator and provider of national identity in high schools is presented as a possible solution. A solution that is based on the results obtained during the investigation of the problem and its origins. As Conclusion, the response of the young people to the proposal was positive and the results of the tests were 60% correct, so the hypothesis could be validated.​ / Trabajo de investigación

A dissertation submitted to the Faculty of Humanities, in fulfilment of the requirements for the degree of Doctor of Philosophy at the University of the Witwatersrand, Johannesburg, 2017 / In November 2011 Marvel Comics introduced the re-imagined incarnation of one of their top tier superhero characters, Spider-Man. Marvel proposed the new identity of the hero as Miles Morales, a 13-year-old boy of African American descent. It represents the first significant alteration to the character in almost half a century. Further, Marvel suggested that Miles is evidence of both their commitment to diversity, transformation and the representation of a multicultural society that includes different identity propositions. This study explores the enunciation on of Miles’ identity counterpoised with that of the normative discursive enunciation of heroism in comics within the context of intersectional politics. A central focus is the manner in which Miles’ rendering can be interpreted as discursively disruptive and transformative, especially in the depiction of race and class. The study views Marvel’s representation of Miles as not only a proposition of black postcolonial heroism but also that of the scaffolding of power and knowledge. It is the contention of this study that UCSM exhibits the markings of colonial and imperial discourse pertaining to identity politics, manifesting in the discursive strategy of mimicry and the mimetics of popular culture, that reveal firmly entrenched power relations limiting Miles’ autonomy. The analysis delves into the articulation of race in the circumscription and demarcation of identity, when read comparatively with classical heroism, supporting characters and the subjectivity of Miles’ white counterparts, notably his predecessor as Spider-Man, Peter Parker. Miles is imprinted with the pattern of disenfranchisement and labours under the weight of racialised identity politics that invoke the spectre of colonialism. Through the use of critical discourse analysis, postcolonial and critical theory the study brings to light the maintenance and structure of inequality, tacit discrimination and stereotypical identity that surfaces in a 21st century popular cultural text. / XL2018

В работе исследуется определение и особенности комикса и образовательного комикса. Дан краткий экскурс в историю развития образовательного комикса и приведены наиболее известные примеры гуманитарных образовательных комиксов. Проведен анализ 4 концептуальных особенностей гуманитарных образовательных комиксов, рассмотрены их читательский адрес, структурно-содержательные и визуально-полиграфические особенности. На основе анализа составлен проект образовательного гуманитарного комикса по рассказам «Аристократка» М. Зощенко и «Честность» И. Ильфа и Е. Петрова, которые могут быть использованы на занятиях по литературе. / The paper considers the definitions and features of comics and educational comics. A brief overview of the history of educational comics, and the most famous humanitarian educational comics is given. An analysis of 4 conceptual images of humanitarian educational comics is carried out, their reader address, structural-graphic and visual-polygraphic features are considered. Based on the analysis, a draft of an educational humanitarian comic strip based on the stories «Noblewoman» by M. Zoshchenko and «Honesty» by I. Ilf and E. Petrov was drawn up, which can be used in literature classes.

My dissertation interrogates the role played by teachers, professors, researchers, administrators, and librarians in comics activism in the years before the establishment of the Comics Code Authority. Teachers occupied a unique space: public servants in one sense, subject matter experts in another. At the same time, they were not impervious to the media’s treatment of the anti-comics crusade, nor were they immune to the sway of religion, politics, and race in the conversation. Using teachers’ professional journals and local newspapers, I find that educators existed on both sides of the debate as drivers of the action—sometimes as actors, but also as proxies and participants. In addition, as arbiters of kids’ free time, keepers of literacy, imparters of citizenship, developers of good taste, and specialists in the behavior and needs of students, teachers had a special vantage point from which to observe the effects of comics on young readers. Theirs was a valuable position, and it was coopted by any number of factions jockeying for influence. Probing the records of the comic book industry’s regulatory body, I determined that educators were targets of the industry’s campaign to legitimate the genre. My dissertation also situates universities as key sites of pro-comics activities and expands the actors in the anti-comics campaign to include independent scholars, as well as university faculty, administrators, and students. Peer-reviewed research was used by parties on both sides of the debate. Evaluating this scholarship, I conclude that unaffiliated researchers made consequential contributions to the debate, speaking directly to the public in ways that more traditional researchers could not. Finally, my project establishes the nuance in educators’ role in the anti-comics campaign and surveys the ways they were actors, subjects, and instruments in the movement. Utilizing textual analyses of key Silver Age comics, I find that the comic books created in the wake of the anti-comics crusade were direct outgrowths of the anxieties and aspirations of educators—a deliberate effort by comic book publishers to gain their endorsement.

At the outset of this investigation its purpose was stated as that of discovering what relationships if any might exist between the quality of comic books read by certain seventh-grade children and their intelligence quotients, reading scores, and language scores. In attempting to carry out its purpose, two hundred seventh-grade children, attending three elementary schools in Wythe County, Virginia, were chosen as subjects for investigation. The manner of proceeding from that point has been described in the preceding chapter. The presentation of findings resulting from the various steps taken to obtain data have been reserved for this chapter; likewise, the interpretations stemming from such findings. The results of administering intelligence, reading, and language tests to the chosen population of children are given herewith, in the form of grouped frequency distributions, in Tables I, II, and III. The so-called comic quotients for the same group are found in Table IV. The coefficients of correlation as computed by the Statistical Laboratory, Virginia Polytechnic Institute, Blacksburg, Virginia, for the same children are found in Table V of this study, page 59. / M.S.