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This study was designed to answer the question: What are the similarities and differences between the portrayal of Mexican American females in realistic picture books published between 1998 and 2004 and such books published between 1990 and 1997? A content analysis was performed on 48 picture books published between 1998 and 2004 that feature Mexican American female characters, and the results were compared to a study of similar books published between 1990 and 1997. The study found that the portrayal of Mexican American females in the more recent time period is more authentic and less stereotypical than their portrayal in the earlier time period and that fewer Mexican American females are now depicted as submitting to gender subordination. However, the results show that the portrayal of Mexican American females in picture books does not yet fully reflect the nontraditional gender roles that these females often take on in contemporary society.

This study is a content analysis of ten chick lit books, a genre of women’s fiction. Books were analyzed for five postfeminist characteristics as defined by Susan Faludi’s backlash theory, outlined in Backlash: The Undeclared War Against Women and in further research on popular culture’s notions of womanhood: 1) negative reaction to second wave feminism, 2) focus on the individual instead of a collective sisterhood, 3) desire for more traditional femininity through domesticity, consumerism, romance, and motherhood, 4) female identity crisis causing fears of a man shortage, a loudly ticking biological clock, and career burnout, and 5) feelings of anxiety over ability to make the correct future decisions. Analysis has found that chick lit does generally reinforce the notions of postfeminism/backlash, however the characters displayed anxiety over how to incorporate feminine paths into their lives and generally disregard motherhood.

Abstract This research seeks to answer the following questions: In which contexts are Finnish undergraduate university students taught to evaluate research literature? What kind of teaching is given? What kind of evaluation criteria are the students encouraged to use? The theoretical framework is based on Tony Becher's model of the cognitive and social features of academic disciplines and the differences among them, which he presented in his book Academic Tribes and Territories in 1989. Accordingly, the study examines what are the major features of the disciplines in question and analyses whether these features explain the way evaluation is taught. The study is based on a qualitative approach. The empirical material was gathered by interviewing 18 university lecturers and 14 students from the universities of Helsinki and Tampere in spring 2001. The interviewees represented Physics (University of Helsinki), Medicine, Social Policy and Social Work and Literary Studies. In addition, a content analysis of ten Finnish master's thesis handbooks published between 1995–2003 was carried out. Medicine demonstrated the most extensive and planned approach to the teaching of evaluation. In other disciplines, teaching was dependent on the interest of the individual lecturers. In Material Physics and in Applied Physics, students had to carry out extensive analysis and evaluation of articles. Some article analysis was carried out also in Social Policy and Social Work and Literary Studies. The evaluation criteria for the literature were most explicit in Physics and Medicine. In Physics, lecturers advised students to focus on approach, experimental methods and results, in Medicine on approach, research methodology, material and the strength of the evidence. In Social Policy and Social Work, methodology and different schools of thought played a significant role in evaluation. Schools of thought were also important in Literary Studies. In the different disciplines, the views on the criteria predicting the quality of publications varied. / Tiivistelmä Tutkimuksessa etsitään vastauksia seuraaviin kysymyksiin: Missä yhteyksissä tieteellisen kirjallisuuden arviointia opetetaan perustutkintokoulutuksessa suomalaisessa yliopistossa? Millä tavoin opetusta annetaan? Millaisia kirjallisuuden arvioinnin kriteerejä kehotetaan käyttämään? Tutkimuksen teoreettinen kehys on monitieteinen. Keskeisin aines on Tony Becherin kirjassaan Academic tribes and territories (1989) esittämä malli tieteenalojen kognitiivisista ja sosiaalisista piirteistä ja niiden eroavuuksista. Tämän mukaisesti selvitetään, mitkä ovat tarkasteltujen tieteenalojen keskeiset ominaisuudet ja selittävätkö nämä ominaisuudet arvioinnin ohjauksen luonnetta ja tieteenalakohtaisia eroja. Lähestymistapa on laadullinen. Empiirinen aineisto koottiin haastattelemalla 18 yliopisto-opettajaa ja 14 opiskelijaa Helsingin ja Tampereen yliopistoissa keväällä 2001. Haastatellut edustivat fysiikkaa (Helsingin yliopisto), lääketiedettä, sosiaalipolitiikkaa ja sosiaalityötä sekä kirjallisuudentutkimusta. Haastatteluja täydensi sisällönanalyysi kymmenestä suomenkielisestä tutkielmanteon oppaasta, jotka olivat ilmestyneet vuosina 1995–2003. Tampereen yliopiston lääketieteellisessä tiedekunnassa oli käytössä ongelmaperustainen opetusmenetelmä, muilla aloilla annettiin perinteistä luentoihin, harjoituksiin ja kirjallisuuden tenttimiseen painottunutta opetusta. Yhteisesti suunniteltua ja laajinta tieteellisen kirjallisuuden arvioinnin opetus oli lääketieteessä. Muilla tieteenaloilla ohjaus perustui yksittäisten opettajien harrastuneisuuteen. Materiaalifysiikassa ja sovelletussa fysiikassa opiskelijat harjoittelivat arviointia analysoimalla runsaasti artikkeleita. Jossain määrin artikkelien analysointia esiintyi myös sosiaalitieteissä ja kirjallisuudentutkimuksessa. Kirjallisuuden arviointikriteerit olivat selkeimmät fysiikassa ja lääketieteessä. Opettajat kehottivat opiskelijoita kiinnittämään fysiikassa huomiota menetelmään, koeasetelmaan ja tuloksiin, lääketieteessä tutkimusasetelmaan, menetelmään, aineistoon ja näytön riittävyyteen. Sosiaalipolitiikassa ja sosiaalityössä evaluoinnin kannalta tärkeitä olivat tutkimusmenetelmät ja mihin tutkimusperinteeseen julkaisu kuului. Koulukunta oli tärkeä myös kirjallisuudentutkimuksessa. Käsitykset julkaisun laatua ennustavista kriteereistä vaihtelivat, kuitenkin esimerkiksi lehden tasoa pidettiin yleisesti laadun takeena. Käsitys käyttökelpoisen kirjallisuuden iästä vaihteli aloittain. Tutkimus osoittaa, että tieteenalojen peruspiirteet vaikuttivat arvioinnin ohjauksen luonteeseen ja arviointikriteereihin. Toisaalta on havaittavissa paikallisten perinteiden vaikutusta.

Prevalence rates for males and females with ADHD range from 2:1 to 9:1 depending on ADHD subtype and setting (APA, 2000). The purpose of the current study was to empirically review articles published between 2001-2010 from discipline-representative (psychology, pediatrics, and interdisciplinary) high- impact journals (JACP, JCCP, Pediatrics) to identify potential differences in the sampling or procedures of ADHD studies involving females and males. Results indicate females and minorities were both well represented across the three discipline-representative journals. However, no meaningful data were provided on minority ADHD females (0.04% of the overall N = 107,144 ADHD participants included in 212 studies). Recommendations to researchers and editors include a) increasing inclusion of minority ADHD females, b) requesting better documentation of overall inclusionary/exclusionary criteria, and c) increasing attention to potential biases in sampling procedures, referral practices, and data presentation approaches that hinder development of the literature concerning ADHD in minority females.

No description available.

"Since an award is an indication that someone believes a book is superior or significant in some respect, knowledge of literary prizes is of obvious value to a librarian responsible for the selection of suitable books to meet patrons' needs and interests. With this in mind I have undertaken a study of the annual book award of the Friends of American Writers. The purpose of this paper is to describe the prize and the F.A.W. Award books since 1948, when a change in policy raised the annual book award to $1,000, to examine the prize-winning books in relation to the opinion of the critics, to determine the meaning of 'high ideals' as expressed by the group offering the award, and to find how the prize-winning selections are chosen"--Introduction. / Typescript. / "June, 1960." / "Submitted to the Graduate School of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Sarah Rebecca Reed, Professor Directing Paper. / Includes bibliographical references (leaves 34-40).

This study describes an interview survey of college instructors of foreign and programming languages as well as a content analysis of textbooks from these fields. Seven interviews were conducted with instructors in Romance Languages and Computer Science at five colleges in central North Carolina. The purpose of the interviews was to determine how instructors of foreign and programming languages view their teaching methodology and how this relates to the textbooks they choose. Based on the information gathered at the interviews and a subsequent content analysis of six textbooks, this study explored the possibilities that exchanging teaching ideas between foreign and programming language texts might afford if these were applied creatively across these two curricula.

M.A. (Information Science) / Please refer to full text to view abstract