As well as critiquing my own abilities throughout the writing process, the essay aims to explore and examine the various models of friendship between central male protagonists and the evolution of masculinity and homosociality within the buddy movie/bromance genre which has been a staple of the American film industry since the before the 1950s. In addition, I will note if these on-screen relationships have been the product of social change and wide spread acceptance of an evolving idea of what constitutes ‘masculinity’ and if, in turn, these new boundaries of homosociality have been, in any way genre changing. Alongside this essay I intend to create a piece of creative writing within the bromance comedy genre set against the backdrop of Montclair New Jersey in present day which explores the difficulties and solidarities of friendship between five old college friends. This film intends to fit in with contemporary bromance and appeal to the market demographic of 18 – 35 males by conforming to accepted and expected aspects of the genre such as, friendship, exploration, crisis, discovery and, most importantly, comedy.

Prior research suggests a gender difference in friendship intimacy where men repeatedly report less intimacy. While several studies have identified a gender difference, others have raised alternative possibilities to explain the gender difference, such as measurement error, or that men’s friendships function differently from women’s friendships. Our qualitative study explored the possibility that men’s friendships are different than what is described in the literature using an inductive and anonymous online survey. The collected data from 64 self-identified men in emerging adulthood (19-25 years) was thematically analyzed to present a thematic map of their perception of intimacy in close friendship. Findings indicated that the participants valued their close friendships highly and that the generated themes showed an overall high degree of similarity with earlier studies. However, the themes confrontational honesty, flow, and timeless connection diverged from prior research and are discussed. We provide suggestions for future research that can advance the understanding of the divergent themes, and further the understanding of intimacy in men’s close same-gender friendships.

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Given that male-female friendships lack institutional guidelines or scripts to guide everyday interactions, sustaining these relationships can be complicated. Although researchers have recently begun to study relational maintenance patterns in cross-sex friendships, no study has yet to investigate sex's and dating status's direct influences on friendship maintenance. This investigation seeks to add to the field's academic understanding of these personal relationships. Specifically, the researcher sought to uncover the associations between 10 friendship maintenance behaviors, past sexual contact, valence of past sexual contact, and cross-sex friends' dating statuses. Quantitative data were collected from 277 participants at a large Southeastern university using a survey methodology. Overall, results indicate that patterns of relational maintenance do differ as a function of friendship level, past sexual involvement, valence of past sexual involvement, and cross-sex friends' dating statuses. Past sexual involvement associates with higher levels of relationship talk, avoidance of negativity, and flirting. In addition, valence of past sexual activity varies across friendship level and associates with higher levels of positivity and flirting. Lastly, dating status significantly affects 3 of the 10 maintenance behaviors: routine contact and activity, flirting, and humor. Linear, quadratic, and cubic relationships were found for these variables, respectively. Implications of results, limitations, and recommendations for future research are discussed.

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This thesis explores young children's constructions of social identities and the implications these may have in young children's everyday lives at nursery. One of the unique elements of this thesis is the multiple and intersectional approach that it adopts while exploring very young children‘s social identities and peer relations. It also explores the links between children's experiences and views with educators' social justice and equity pedagogies. Recent attention has been given to the importance of early childhood and young children's rights and participation in theory, research and policy. In the field of social identities, there has been a growing need for further research to explore the contextual, fluid, complex and intersected nature of young children's social identities, moving away from 'static' and 'fixed' notions of identity. Particular gaps have also been identified in relation to exploring age as part of social identity, to exploring cultural aspects of ethnicity and lastly to exploring multiple understandings of parts of social identities (e.g. multiple 'masculinities' and 'femininities') in early childhood. There has also been a need for further research to explore how young children‘s intersected social identities may impact on pedagogies. This thesis, therefore, seeks to explore the above, basing the analysis on a one year ethnographic and participatory approach which was conducted in two nursery settings in Scotland, one predominantly white and one multi-ethnic. It draws on a plethora of rich and in-depth conversations and experiences with young children, educators and parents/caregivers to suggest the complex, dynamic, context-specific, fluid but also 'experientially fixed' and intersected nature of children's social identities and relationships, and to acknowledge the challenges that are raised both for early childhood practice and policy. It suggests that children construct multiple and complex social identities which are both fluid and experientially 'fixed', engage in dynamic social relationships and express complex and multiple implicit/explicit discriminatory attitudes, which educators are unaware of or choose to disregard. In most cases, age and gender were part of an overt and explicit identification, and were explicitly and overtly discussed as factors of exclusion by both educators and children. In contrast, ethnicity involved a much more complex process. Although ethnicity was often part of an 'ethnic habitus', variations occurred in relation to the extent to which children developed a strong, explicit and overt ethnic identification. Ethnicity was also considered a rather 'taboo' subject of reference regarding exclusion. Moreover, this thesis suggests that discourses of ‗sameness‘, ‗normalities‘ and difference linked to constructions of social identity were salient in children's lives. Common social identities often promoted positive feelings of belonging and reinforced positive feelings of group membership and self identities between children. Strong and positive feelings of self and group identity and difference, or else ‗the other‘, although not exclusively, were very much considered the basis for exclusion and discrimination. However, complexities arose when the concept of the ‗other‘ changed, depending on the context. Difference was seen more positively by children when it constituted part of what was considered 'norm' or dominant. Traditional developmental approaches and children‘s rights-based approaches seem to influence educators‘ practice; however, irrespectively of the educational approach, educators tend to disregard implicit/explicit discrimination that is evident in children's lives. 'Too young to notice' and 'no problem here' attitudes seem to dominate educators‘ practice and raise limitations in dealing adequately with social justice and equity issues. Firstly, this thesis suggests the need to move away from 'dualistic' and oppositional dichotomies that seem to have dominated contemporary research and theory, both in relation to theorising children‘s social identities (e.g. 'fixed'/fluid) and theorisations of childhood (e.g. agents and mature / interdependent and immature). Secondly, there is a need for early childhood pedagogies, practices and policy to 'listen' more actively and closely to young children and to engage with the complex and dynamic nature of their social relationships. It is thus suggested that current early childhood practice should actively promote children-rights based approaches. At the same time, this thesis considers whether we should be moving towards a children‘s human rights-based approach, which promotes children‘s rights and goes beyond children's participatory rights, engaging more actively with issues around fairness, unfairness and respect. This thesis also argues for proactive, anti-discriminatory, reflexive and interventionist social justice and equity approaches in early childhood. Thirdly, there is a general challenge both in policy and practice regarding balancing between universalism (collective identities) and specificity (diversity).

Cette étude prend pour sujet les rapports qu’entretint Jean GIONO avec plus d’une centaine de créateurs (dessinateurs, graveurs, peintres, sculpteurs), des années vingt jusqu’à sa disparition en 1970. Elle apporte un éclairage sur les origines et natures diverses de ces échanges. À l’entrée de l’art et des artistes dans l’existence de GIONO, nous consacrons une première partie de type historique. C’est à la plupart des collaborations entre l’auteur et les créateurs que nous nous intéressons dans une seconde partie retraçant, pour la majorité, leur genèse. Nous y traitons également des diverses formes de soutien apportées par GIONO à de multiples artistes et certaines actions en faveur de l’art. / This study takes to subject reports maintained Jean GIONO with more than a hundred creators (drawers, engravers, painters, sculptors), the years twenty until his death in 1970. It sheds light on the origins and the various natures of theseexchanges. At the entrance of the art and artists in the existence of GIONO, we dedicate a part of historic type. It is at most collaborations between the author and the creators that we are interested in a second part tracing, for the majority, theirgenesis. We handle also the various forms of support made by GIONO to multiple artists and certain actions in favour of art.

Background: Social exclusion of people with vision impairments is an ongoing issue. Since social inclusion emphasizes social and emotional aspects as distinct from academic ones and the aspects concerning opportunities, the focus is turned on the domain of social interactions and friendships. Adolescence is the time point when youth feels mostly the need to ‘fit in’ in social circles and groups and the social life and friendships are important aspects of young people’s well-being and development. Aim: The aim of this study is to review the existing literature on the social interactions and friendships of adolescents with visual impairments from their own perspective and investigate the interventions designed to improve their social interactions and friendships. Method: A literature search on the databases of ERIC, CINAHL and PsycINFO and a hand search on the reference lists of the relevant articles was conducted. The search was limited to recent peer reviewed studies published in English, reporting perspectives of adolescents (13-18 years old) with visual impairments on their social interactions and friendships and intervention studies aimed to support them in the aforementioned domain. Results: In the 18 included studies, adolescents with vision impairments engaged more in passive activities that were not highly interactive. They reported being satisfied with their networks and friends, however contradictions existed in the perceived quality of friendships and the feeling of loneliness. The context of school was presented often as problematic compared to other contexts, and friendships in schools were rare. According to adolescents’ voices, friendships helped to cope with the impairment, friends had a meaningful role in their life and they made school life more enjoyable. In comparison to their sighted peers, adolescents with vision impairments had smaller networks and less friends with whom they had different type of relationships. Lastly even though several barriers and facilitators were identified, which belong to domains of Body functions and structures and Physical, Attitudinal and Social environment, there was a lack of interventions aiming to support the social interactions and friendships of adolescents with vision impairments. Conclusions: Considering the importance of social interactions and friendships in adolescents’ life for them to learn, develop and enjoy, more interventions with social focus need to be designed in respect to the challenges that exist. A plethora of barriers and facilitators impacting the social interactions and friendships of adolescents with vision impairments were identified that need to be taken into consideration for future research and interventions since the existing literature provided so far is limited. Adolescents need to be engaged in this process so that their interests, preferences and their views are prioritized.

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.