Neste trabalho, tratamos de uma imagem que circula em nosso país sobre o espanhol e sua aprendizagem, segundo a qual os chamados \"falsos amigos\" constituem as principais dificuldades para o brasileiro que deseja aprender essa língua estrangeira. Partimos de uma hipótese de Celada & González (2000) de que tal modo de interpretação desse processo foi inaugurado por Nascentes (1939) quem, por sua vez, recolheu em seus estudos muitas das impressões do senso comum de sua época a esse respeito. Tal tradição norteou e em grande parte norteia ainda muitos trabalhos científicos no Brasil a respeito do ensino e da aprendizagem do espanhol, os quais se baseiam, como a interpretação tradicional que lhes dá suporte, nos pressupostos teóricos do modelo da Análise Contrastiva em sua versão forte. Primeiramente fazemos uma análise dos termos mais comuns em circulação (falsos cognatos, heterosemánticos, falsos amigos), mostrando que não fazem necessariamente referência a fenômenos da mesma natureza, e posteriormente questionamos a idéia corrente de que os falsos amigos seriam o grande vilão da aprendizagem do espanhol por brasileiros. Nossa proposta nesta pesquisa é tratar a aprendizagem do espanhol por brasileiros e a formação de sentido de outra perspectiva teórica, que nos permita observar fatores que oferecem restrições às línguas e que atuam na produção dos efeitos de sentido no contato desses dois idiomas; esses fatores serão, essencialmente, a história e as representações sociais. / The present investigation refers to the traditional perception that exists in Brazil about the Spanish language and its learning by Brazilians. In such perception, the uttermost obstacle that any Brazilian must overcome in his process of learning the Spanish language are the denominated \"false friends\". According to Celada & González (2000), such perception has been introduced in Brazil by Nascentes (1939), in whose work one is able to find most of the common sense and common lore opinions about the learning of the Spanish language by Brazilians. Such perception has ever since dominated most of the Brazilian academic investigation about the teaching and learning of the Spanish language, which theoretic basis can be found in the \"strong\" version of the Contrastive Analysis. This investigation begins with the analysis of the terms most commonly used by the academic investigation (such as false friends, false cognates, heterosemánticos), in order to demonstrate that such terms do not refer to the same phenomena. In the sequence, the perception that the \"false friends\" are the greatest villain in the learning of the Spanish language by Brazilians is put in doubt. The final objective of this investigation is to study the process of learning of the Spanish language by Brazilians, and from another theoretic perspective, to analyse the production of meaning that allows to determine the factors (specially history and social representation) which restrict the languages, and influence the production of the meaning in the contact between Brazilian Portuguese and Spanish.

Neste trabalho, tratamos de uma imagem que circula em nosso país sobre o espanhol e sua aprendizagem, segundo a qual os chamados \"falsos amigos\" constituem as principais dificuldades para o brasileiro que deseja aprender essa língua estrangeira. Partimos de uma hipótese de Celada & González (2000) de que tal modo de interpretação desse processo foi inaugurado por Nascentes (1939) quem, por sua vez, recolheu em seus estudos muitas das impressões do senso comum de sua época a esse respeito. Tal tradição norteou e em grande parte norteia ainda muitos trabalhos científicos no Brasil a respeito do ensino e da aprendizagem do espanhol, os quais se baseiam, como a interpretação tradicional que lhes dá suporte, nos pressupostos teóricos do modelo da Análise Contrastiva em sua versão forte. Primeiramente fazemos uma análise dos termos mais comuns em circulação (falsos cognatos, heterosemánticos, falsos amigos), mostrando que não fazem necessariamente referência a fenômenos da mesma natureza, e posteriormente questionamos a idéia corrente de que os falsos amigos seriam o grande vilão da aprendizagem do espanhol por brasileiros. Nossa proposta nesta pesquisa é tratar a aprendizagem do espanhol por brasileiros e a formação de sentido de outra perspectiva teórica, que nos permita observar fatores que oferecem restrições às línguas e que atuam na produção dos efeitos de sentido no contato desses dois idiomas; esses fatores serão, essencialmente, a história e as representações sociais. / The present investigation refers to the traditional perception that exists in Brazil about the Spanish language and its learning by Brazilians. In such perception, the uttermost obstacle that any Brazilian must overcome in his process of learning the Spanish language are the denominated \"false friends\". According to Celada & González (2000), such perception has been introduced in Brazil by Nascentes (1939), in whose work one is able to find most of the common sense and common lore opinions about the learning of the Spanish language by Brazilians. Such perception has ever since dominated most of the Brazilian academic investigation about the teaching and learning of the Spanish language, which theoretic basis can be found in the \"strong\" version of the Contrastive Analysis. This investigation begins with the analysis of the terms most commonly used by the academic investigation (such as false friends, false cognates, heterosemánticos), in order to demonstrate that such terms do not refer to the same phenomena. In the sequence, the perception that the \"false friends\" are the greatest villain in the learning of the Spanish language by Brazilians is put in doubt. The final objective of this investigation is to study the process of learning of the Spanish language by Brazilians, and from another theoretic perspective, to analyse the production of meaning that allows to determine the factors (specially history and social representation) which restrict the languages, and influence the production of the meaning in the contact between Brazilian Portuguese and Spanish.

This dissertation analyzes how government agencies influenced the religious expression of Mormons of the Territory of Utah in the 1870s and 1880s, Quakers of the American Friends Service Committee (AFSC) from the late 1940s to the early 1960s, and Muslims of Brooklyn, New York, from 2002 to 2013. I argue that nineteenth-century federal marshals and judges in the Territory of Utah, mid-twentieth century FBI agents throughout the United States, and New York Police Department officers in post-September 11 New York were prompted to monitor each religious community by their concerns about polygamy, communism, and terrorism, respectively. The government agencies did not just observe the communities, but they probed precisely what constituted religion itself.

Adult communicative play is a pervasive interpersonal phenomenon and a defining element of most close friendships. With a few notable exceptions (e.g., Aune & Wong 2002; Aune & Wong, 2012; Baxter, 1992), adult communicative play is largely understudied within the field of interpersonal communication. A primary factor in satisfaction with friends is fulfillment of relational needs, specifically the needs of autonomy, relatedness, and competence, as described by self-determination theory (Deci & Ryan, 1985). In this project, I report two studies exploring the impact of play within close friendships. Study 1 examined the relationships between and among adult communicative play, interpersonal needs, and relationship satisfaction in close, same-sex, platonic friends. The results indicated support for all hypotheses, including support for the theoretical path model. In this path model, a) the effect of adult communicative play on relationship satisfaction is mediated by interpersonal need satisfaction and b) the effect of playfulness on satisfaction is fully mediated by play. Study 2 sought, first, to replicate the findings of Study 1 and, second, to extend Study 1 by exploring whether playfulness and play scores of one friend are associated with his or her partner’s satisfaction, as well as whether playfulness scores are associated with a partner’s score on play. Because of poor model fit in Study 2, the results of Study 1 could not be replicated; instead, post hoc alternative models were explored. Furthermore, path analysis results of an actor-partner interdependence model for indistinguishable pairs revealed that one partner’s playfulness is associated with the other’s reporting of play and one partner’s play is associated with the other’s relationship satisfaction. Implications, limitations, and future recommendations are then discussed.

The aim of this study is to investigate the popular tv-serie Friends to perceive how gender stereotypes are constructed within the serie. The study consists of seven different episodes with various scenes involving gender stereotypes. These were selected to demonstrate how the stereotypes are constructed and how these stereotypical behaviors are presented. The analysis makes use of theories about third-wave feminism, semiotics and gender representation. Using these tools, one longer scene from each episode have been analyzed and interpreted by the author. The results indicate that non-stereotypical behaviors connected to the characters are often used in a context where the purpose is to create humor. It’s often used to make fun of the way that these behaviors depart from gender stereotypes.

The Friends for Life program is an evidence-based practice being used in schools to assist children to learn skills to manage anxiety. The Friends for Life program has been used by school districts in British Columbia, Canada, for over 10 years, yet there is little research on how the program is being implemented in schools by teachers. This qualitative case study investigated the implementation practice of the Friends for Life program by teachers in Grades 4 and 5. Semi-structured interviews were conducted with 8 teachers from a smaller school district in British Columbia, Canada. The results yielded themes, which described critical factors that helped or hindered teachers in implementing the program with fidelity. A key finding of the study demonstrated teachers were running the program weekly, as per program guidelines. A key factor that was identified as helping teachers to implement the program with fidelity was support of school counselors, district staff, and the building administrator. The implications for social change include providing school administrators with information, which can help them to support teachers to implement the Friends for Life program with fidelity. As a result of these findings the Friends for Life program may consider updating the training materials and program implementation protocols in order to ensure teachers are implementing the program with fidelity and therefore, children are learning the skills they need to manage their anxieties and worries.

Using a sample of 82 college students in dating relationships, this study is an examination of the moderating effect of parents' and friends' approval of the dating relationship on the associations between participants' individual characteristics (age, self-esteem, and own agreeableness) and relationship characteristics (love, ambivalence, conflict, conflict resolution effectiveness, and perception of the partner's agreeableness) with trust. The results of the hierarchical regression analyses showed that approval of the relationship by parents and friends moderated the relationship between individual characteristics and relationship characteristics with trust. Specifically, friends' approval of the relationship moderated the association between self-esteem and age with trust, whereas parents' approval of the relationship moderated the association between love, conflict, ambivalence, and conflict resolution effectiveness, with trust. The findings contribute to research and theory on dyadic trust, uncertainty reduction, and social network approval.

<p>Denna uppsats behandlar varför, hur och på vilket sätt fem personer - två kvinnor och tre män födda på 1980-talet - har sett på komediserien <em>Friends</em>; <em>Vänner </em>i svensk översättning. Materialet till uppsatsen utgörs av en transkriberad fokusgruppsintervju med de fem respondenterna, av vilken jag har gjort en tematisk analys. I uppsatsen söker jag även svar på vad serien har betytt för respondenterna, hur själva tittandet på serien har gått till samt huruvida detta kan ses som en medieritual såsom en sådan definieras av Nick Couldry i boken <em>Media rituals – A critical approach</em> (2003).</p><p>Uppsatsen tar avstamp i begreppet <em>mediatization</em>; medialisering i min svenska översättning, som av Johan Fornäs definieras som den process där media fyller mer och mer av vardagslivet, kulturen</p><p>(1995: 1). En följd av medialiseringen är att kulturella texter blir allt viktigare för människors identitetskonstruktion, hur vi relaterar till varandra och vår kunskap om världen omkring oss (ibid. 216). I kraft av att ha varit en ikon av sin tid (Sandell, Jillian: 1998) kan <em>Vänner</em> ses som en sådan betydelsebärande kulturell text och en del av medialiseringen.</p><p>Den teoretiska ramen består förutom i Fornäs och Couldry också i cultural studies, och då främst Ien Angs studie <em>Watching Dallas</em> (1985). Även Donald Hortons och R. Richard Wohls teorier om så kallade parasociala relationer mellan tv-tittare och tv-karaktärer (1956) visade sig vara relevanta i sammanhanget.</p><p>Resultaten av intervjun med respondenterna visade på en rad anledningar till att de tittat på <em>Vänner</em> samt hur de sett på serien. Sammanfattningsvis kan sägas att de fann njutning i hur serien erbjöd möjlighet till avkoppling samt på en och samma gång identifikation, parasociala relationer och en verklighetsflykt. Respondenterna uppfattade också serien som en idealiserad värld där större frågor som politik och religion var frånvarande i hög grad. Jag drog också slutsatsen att deras tittande på serien kan ses som olika typer av medieritualer, då serien fyllde funktionerna av en gemensam referenspunkt, en nostalgitripp, ett medieevenemang och en möjlighet att göra en så kallad pilgrimsfärd till en medierelaterad plats.</p>

No description available.

<p>This study deals with an important and challenging issue that each school is facing today, that is the prevention work of bullying. The purpose is to investigate how two elementary schools define bullying and how the work of prevention looks like today. The study highlights two models, Farsta and Friends, that many schools follows in their work and struggle against bullying. We conducted this study by looking at how bullying looks at two elementary schools. How these schools developed working method in order to secure a safe environment for all children in the school.</p><p>The findings in this study highlighted the involvement of these two schools in the work of prevention against bullying, which methods they used and how these schools worked intensively with organisations such as Friends. As a conclusion we want to say that there is an excellent work that is going on in these schools but the struggle is not over.</p>