Reading a literary text can be rewarding in many ways, for example the text can open up the reader's imaginations, awaken thoughts or create emotions. What is also interesting about literary works is that they can be interpreted and analyzed in different ways.In this study, you will find out the results of a group of boys who attend their third year in Swedish gymnasium and their choice of analysis methods. Students have read and analyzed the famous horror novel Frankenstein, written by Mary Shelley. This research compare students' analysis, to investigate whether it is possible to discern any specific and whether it is possible to see similarities in their results. The results of the students' analyzes show that a large majority of the students choose to analyze the characters based on different aspects. The students show understanding of the monster and its actions, several of the students also defend the monster's actions and explain why the monster acted as it did. / <p>Slutgiltigt godkännandedatum: 2022-01-11</p>

Master of Public Health - MPH / South Africa is overwhelmed by the increase of substance abuse among adolescents. Having consulted the literature, South Africa is not the only country faced with this problem. It raises concerns with regard to the social health of adolescents in this country. In order to develop effective intervention strategies to reduce the wide spread abuse of substances, it is important to first understand how adolescents perceive this problem. In this study the perceptions of boys will be explored with regard, to substance abuse among adolescents.

Father absence is the experience of children who grow up in households without their biological father. The African American population experiences the highest level of father absence of all demographic groups in the United States. Research shows that father absence influences school behavior. There is a lack of literature evaluating the extent to which father absence affects children, particularly African American boys, at different stages of development. This quantitative study was used to evaluate how father absence affected school behavior of African American boys, ages 13-15, in the middle school setting, in Houston, TX. Guided by attachment theory, the research question for this study asked how father absence impacts the school behavior of African American boys between the ages of 13 and 15 from mother-only homes when compared to school behavior of African American boys from intact families. Multivariate analysis of variance was used to examine overall and types of externalizing behavior of 60 purposive sampled participants identified from the Child Behavior Checklist-Teacher Report Scale subscales. Results indicated that African American boys from father absent homes displayed an overall higher rate of externalizing behavior than same- aged peers from intact families on all 3 dependent variables (Overall, Rule-Breaking, and Aggressive Behavior). This study is an important contribution to the existing literature and enhances social change initiatives by bringing increased focus on school behavior, adolescent behavior, middle school practices, and behavior interventions. Specifically, the results of this study can be used by educational stakeholders to develop early intervention and prevention programs to address behaviors associated with the absent father experience.

The purpose of this study is to determine the student's ability (according to his own rating), where his interests lie, and at what age, and where male students first learned physical activities that are taught in the high schools of Utah.

Vocational agriculture had its birth in Utah rural high schools in the spring of 1918. It is a program for training present and future farmers for proficiency in agriculture. The instruction in Utah, as in most states, has been devoted to the training of all-day (high school) students. Since 1918 considerably over one million dollars of federal, state and local funds have been expended for all-day instruction in vocational agriculture in Utah. The primary objective of the program is to train these boys to become farmers or farm leaders. From time to time the following questions have been asked: Do all-day students ever become farmers? If so, are they the poorer students of the high shcool? What percentage of former all-day students are remaining in rural communities? What percent of all-day students go to college? These and numerous other questions have been asked by taxpayers, school patrons, high school principals, county school superintendents, agricultural leaders, and others who are concerned with the education of farm youth. The state director of agricultural education and the teachers of vocational agriculture in the various districts in Utah have answered these questions as intelligently as possible with the information available. Their answers were necessarily very subjective and based on personal opinion. The state director of agricultural education and many of the teachers of vocational agriculture sensed the need of an objective study concerning former students. The vocational agricultural program had been in existence for more than 20 years, and no check up had been made in this regard. As far as the state as a whole was concerned the program was like a clock without hands; it was running, but no one knew the time in terms of results as they were related to the obejctives of the program.

The purpose of this study was to compare depressive symptoms reported by boys who were either pre- or postpubescent and who were legally designated delinquent or had no legal histories. A self-report puberty scale and a semi-structured interview (the Child Assessment Schedule-CAS) were administered to 48 boys. Results were analyzed using analysis of variance (ANOVA). Significance levels between groups were examined with Duncan's range test. No significant differences were found between pre- and postpubescent boys for reporting depressive symptoms, but delinquent youths were found to report significantly more depressive symptoms than nondelinquent youths. The implications of these results are discussed in relation to the measures used and recommendations for future research.

It is highly desired, by authorities in the field of education, that costumes be required of students when participating in physical education activities. Since most schools do require all students to take part in physical education, it is believed that the proper wearing apparel adds to the effectiveness and wholesomeness of the class.

It is generally conceded by psychologists and educators that interest is the starting point for all learning. Effective application of this principle in educational procedure has, however, proved to be far more difficult than it at first appeared. It has given rise to varying types of schools, teaching methods, programs and practices. The activity program, the vitalized education program, the project method, the problem method, the child centered school, the play-and-learn program, and others have had, and still have, their champions and followers, all flying the banner of Dewey's “Interest and Effort” philosophy. The purpose of the study was to gain information about the interests of adolescent boys in Logan. It was centered upon 4 major aspects of this problem, as follows: 1. Fields of Interest Among Adolescent Boys in Logan. 2. Specific Interests Among Adolescent Boys in Logan. 3. Changes or Shifts in Interests Among Adolescent Boys in Logan. 4. Extremes in Interests Among Adolescent Boys in Logan. These are explained in detail in the introductions of the corresponding sections, I, II, III, and IV, that follow.

This study investigated the relationship between two warm-up interventions and subsequent Rorschach Inkblot Technique color responses from incarcerated wards of the California Youth Authority. The intent was to generate a greater number of color responses so as to better evaluate the delinquent's method of handling emotional situations. The experimental group's thirty subjects each worked individually with the examiner on the chromatic materials of the Representational Stencils Design (RSD) task. Each subject was then administered the Rorschach Inkblots. The control group's thirty subjects worked individually with the examiner on the achromatic materials of the Organization of The Dots (OTD) task; then each subject received administration of the Rorschach. The research hypotheses, in null form, stated that there would be no significant differences between groups: (1) in total number of responses, (2) in total number of color responses, (3) in the number and distribution of impulsive (CF + C) and controlled (FC) color responses. Four t-tests, using the.05 level that findings were due to chance, analyzed comparison of mean differences between groups. Two chi-squares were conducted at the.05 level to compare the number and distribution of color and non-color responses and the number and distribution of impulsive and controlled color responses between groups. The experimental RSD group did produce a statistically greater number and proportion of controlled color responses than did the control OTD group. There was no significant difference between groups in total number of responses, neither in total number of color responses nor in number of impulsive color responses. This is meaningful in light of Rorschach's color/emotion construct which suggests that the way one manages color response on the cards also reflects how one handles emotional situations. Therein, delinquents within the experimental group appeared to have processed color within a better integrated, more mature, reflective response style.

No description available.