Thesis advisor: Celeste Wells / This study examined the influence of a popular Youtuber in creating social discourse surrounding concepts of health, fitness, and beauty, employing a case study approach of the popular Youtube channel, Blogilates. Both visual and rhetorical analyses were conducted on the titles and thumbnail images of the top 50 most viewed Blogilates videos, and 10 videos were studied in depth. The findings established the concept of a unique power relationship between Youtubers and their viewers, which also explains the marked dissonance between the discourse posited by the channel’s marketing and the discourse posited in the actual video content. / Thesis (BA) — Boston College, 2017. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Communication.

In Argentina, the violence of the recent past has become the central analysis of History and Collective Memory. The crimes and human rights violations that occurred during the last dictatorship (1976-1983) have been the object of dispute. The “two demons” theory that derived from the report of the “National Commission of the Disappeared” assigned equal responsibility to the two parties involved in the conflict: the dictatorship and the militant opposition. The theory positioned Argentinean society as a spectator or victim of the violence. Since the return of democracy in 1983, Argentinean social discourse has shown fluctuations in the conflictive relationship between History and Collective Memory regarding this traumatic time period. The literary discourse, as an integrated part of the social discourse, shares common arguments and topics which are inscribed and transformed in post dictatorship literary texts. This dissertation analyses the fictional representation of History and Collective Memory in four Argentinean novels published between 1995 and 2002: Dos veces junio (2002) by Martín Kohan, El secreto y las voces (2002) by Carlos Gamerro, Ni muerto has perdido tu nombre (2002) and Villa (1995) by Luis Gusmán. I argue that these novels present the necessary equilibrium between the two narrations of the past. By introducing narrating voices outside the dual format of victims and victimizers, the characters seem to extend responsibility for what had happened to other groups of individuals. These novels also introduce the children of the disappeared, who want to recover their “incomplete” family identity. I assert that these characters bring into question the theory of the “two demons”. They signal that there are other protagonists of the crimes: the witnesses who kept silent for many years. The question of social responsibility during the last dictatorship is embedded in the representation of the conflictive relationship between Collective Memory and History. Impunity for the human rights violations intertwines the four novels by highlighting the omission, silence and cowardly attitudes possessed by the characters. Those who witnessed the crimes that erased many identities, and remained silent, share part of the responsibility.

In Argentina, the violence of the recent past has become the central analysis of History and Collective Memory. The crimes and human rights violations that occurred during the last dictatorship (1976-1983) have been the object of dispute. The “two demons” theory that derived from the report of the “National Commission of the Disappeared” assigned equal responsibility to the two parties involved in the conflict: the dictatorship and the militant opposition. The theory positioned Argentinean society as a spectator or victim of the violence. Since the return of democracy in 1983, Argentinean social discourse has shown fluctuations in the conflictive relationship between History and Collective Memory regarding this traumatic time period. The literary discourse, as an integrated part of the social discourse, shares common arguments and topics which are inscribed and transformed in post dictatorship literary texts. This dissertation analyses the fictional representation of History and Collective Memory in four Argentinean novels published between 1995 and 2002: Dos veces junio (2002) by Martín Kohan, El secreto y las voces (2002) by Carlos Gamerro, Ni muerto has perdido tu nombre (2002) and Villa (1995) by Luis Gusmán. I argue that these novels present the necessary equilibrium between the two narrations of the past. By introducing narrating voices outside the dual format of victims and victimizers, the characters seem to extend responsibility for what had happened to other groups of individuals. These novels also introduce the children of the disappeared, who want to recover their “incomplete” family identity. I assert that these characters bring into question the theory of the “two demons”. They signal that there are other protagonists of the crimes: the witnesses who kept silent for many years. The question of social responsibility during the last dictatorship is embedded in the representation of the conflictive relationship between Collective Memory and History. Impunity for the human rights violations intertwines the four novels by highlighting the omission, silence and cowardly attitudes possessed by the characters. Those who witnessed the crimes that erased many identities, and remained silent, share part of the responsibility.

Several authors have determined concepts related to the inclusion of social problems in advertising. One of them is brand-cause fit, which refers to the condition in which a brand and a social problem—with which the target audience feels identified—are conceptually united in a single communication proposal. The purpose of this study was to analyze how university students perceive the brand-cause fit as a communication strategy in Sprite's “You Are Not Alone” campaign. A qualitative methodology was adopted and semi-structured interviews were conducted with 24 university students of which 12 belonged to the LGBT community and 12 were heterosexual. The participants positively perceived the brand-cause fit used as an advertising strategy in Sprite's campaign. Not only do they value the fact that brands include social issues and problems in their communication, but they also claim that it is the brands’ responsibility to do so. / Revisión por pares

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Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Made available in DSpace on 2017-07-21T20:31:41Z (GMT). No. of bitstreams: 1 Nelza Pallu.pdf: 571062 bytes, checksum: 2851e7ee45a6410d21a2bb51e4509799 (MD5) Previous issue date: 2008-12-09 / The English language (EL) today in its condition of lingua franca represents an opening to the technological and scientific development process and social democratization of our country. So, the teaching and learning context needs to be in harmony with this reality. That demands, besides the different issues that involve working with a foreign language, discussed in this work, to keep a dialogue among all the participants of this educational process. Considering that society builds representations on the role of a foreign language (FL), we presented a research whose objectives were to know and to analyze the social representations of the participants of the English Teaching and Learning process. Conducted by the theoretical referential of Social Psychology (Moscovici), Critical Pedagogy (Giroux, McLaren), Critical Linguistics (Fairclough, Meurer, Rajagopalan) and the Theory of Social Discourse (Foucault), whose understanding for the work with a FL are complemented in social-interactionist-discursive perspectives, in this research we looked for a dialogue with students, parents and teachers of public and private schools of Elementary School. Therefore, the methodological approach adapted was qualitative-quantitative and the collected data through an application of 452 questionnaires, whose analysis resulted in the identification of eighteen (18) social representations on English importance for life, for society and in the school. From those, five (05) representations which compound the Central Nucleon (CN), were described and analyzed under the Content Analysis (CA) and also the Critical Analysis of Speech (CAS) methodologies, focusing an imaginary influenced by the Communicative Approach of teaching of FL and by economic neo liberalist conceptions. The thirteen (13) representations which compound the Peripheral Nucleon (PN) show emergent situations of EL demanding, as a language that permeates global relations that still need to be discussed and questioned into the educational context in order to have better results. We expect with the research to propitiate subsidies for a reflection about the social representations and their importance for the English Teaching and Learning Process. / A língua inglesa (LI) hoje, em sua condição de uma língua franca, representa uma abertura para o processo de desenvolvimento tecnológico e científico e de democratização social de nosso país. Portanto, o contexto de ensino e aprendizagem de inglês precisa estar em sintonia com esta realidade para poder traçar e alcançar objetivos concretos de um ensino com qualidade e que atenda os interesses de seus aprendizes. Isso implica, entre os vários aspectos que envolvem o trabalho com a LI, discutidos neste trabalho, manter um diálogo entre todos os participantes do processo educativo. Considerando que a sociedade em geral constrói representações sobre o papel de uma língua estrangeira (LE), apresentamos uma pesquisa cujos objetivos foram conhecer e analisar as representações sociais dos participantes do processo de ensino e aprendizagem de inglês. Conduzidos pelos referenciais teóricos advindos da Psicologia Social (Moscovici), da Pedagogia Crítica (Giroux, McLaren), da Lingüística Crítica (Fairclough, Meurer, Rajagopalan) e da Teoria Social do Discurso (Foucault), nos quais o entendimento para o trabalho com LE se complementa em perspectivas socio-interacionistas-discursivas, buscamos nesta pesquisa uma interlocução com alunos, pais e professores de escolas públicas e privadas de Ensino Fundamental. Para tanto, a abordagem metodológica utilizada foi qualitativa-quantitativa e a coleta de dados deu-se mediante aplicação de 452 questionários, cuja análise resultou na identificação de dezoito (18) representações sociais sobre a importância do inglês para a vida, para a sociedade e na escola. Destas representações as cinco (05) que compõem o núcleo central (NC) foram descritas e submetidas à Análise de Conteúdo (AC) e Análise Crítica de Discurso (ACD) evidenciando um imaginário influenciado pela Abordagem Comunicativa de ensino de LE e por concepções econômicas neoliberais. As treze (13) representações que compõem o Núcleo Periférico (NP) demonstram situações emergentes de demanda do uso da LI como uma língua que permeia as relações globais, que necessitam ser ainda discutidas e questionadas no contexto educacional para sua melhoria. Esperamos com a pesquisa propiciar subsídios para uma reflexão sobre as representações sociais e sua importância para o processo de ensino e aprendizagem de inglês.

Cette thèse entend contribuer à la construction d’un dispositif théorique méthodologique pour l’analyse des médiations symboliques à l’œuvre dans l’espace public lors des débats de société. Dans un premier temps, nous proposons de discuter les conditions épistémologiques de l’analyse des discours circulant dans l’espace public pour dégager des formes idéologiques (au sens large). Nous montrons dans un second temps que les discussions entre internautes à propos du nucléaire, sur les sites de presse en ligne, après l’accident de Fukushima, sont structurées par un nombre limité de grands cadres d’intelligibilité que nous appelons « modes d’appréhension ». Ces modes d’appréhension n’apparaissent jamais vraiment sous leur forme canonique, mais se retrouvent par bribes dans la parole individuelle des internautes. Ils peuvent alors être reconstruits, dans une optique d’analyse argumentative du discours, par le regroupement de « topoï » épars en micro-univers de sens relativement consistants et cohérents. La mise au jour de ces divers modes d’appréhension, construits et perpétués dans la circulation discursive, permet à la fois de faire apparaître une partie des médiations symboliques de la communication sociale sur le nucléaire après Fukushima, de faire émerger les points critiques de la réflexion politique et philosophique sur le sujet, et d’observer quelques-unes des sédimentations idéologiques dominantes de notre modernité. / This thesis aims to contribute to the construction of a theoretical and methodological framework for the analysis of symbolic mediations which occur in the public sphere during public debates. Firstly, we discuss the epistemological conditions of a search for ideological forms shaped by the circulation of discourses. Secondly, we show that conversations about civil nuclear power among internet users on comment boards of online news websites are structured by a limited number of frames of intelligibility that we call "modes of apprehension". These modes of apprehension never occur in their canonic form: they only appear by fragments in the speech of individuals. Hence, an argumentative analysis of discourse can be used to rebuild them by reordering the multiple "topoï" in consistent and coherent universes of meaning. Bringing out these modes of apprehension, forged and perpetuated by the circulation of discourses, has three main interests : we highlight some of the symbolic mediations of the social communication about civil nuclear power after Fukushima ; we underline some of the main political and philosophical issues of the question ; and we examine some of the dominant ideological sedimentations of our modernity.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal