La bit lit, un genre littéraire très contemporain qui associe le récit amoureux et le récit vampirique et s'adresse principalement à un public adolescent féminin, a acquis une visibilité mondiale avec la parution de Twilight de Stephenie Meyer en 2005. Ce mouvement littéraire reprend l'un des thèmes les plus récurrents et centraux des histoires d'amour comme des histoires de vampires occidentales : la construction du féminin, la position attribuée à ce dernier, et ses interactions avec un univers majoritairement hostile et dangereux. Or, malgré des représentations très conservatrices, voire rétrogrades, le genre connaît un succès très important en particulier auprès des jeunes femmes. Il est donc indispensable de s'interroger sur cette apparente contradiction, qui amène des auteures exclusivement de sexe féminin et un lectorat très majoritairement féminin à écrire et lire des récits sentimentaux peu féministes. Pour ce faire, la présente étude se penche sur trois oeuvres de bit lit : Twilight de Stephenie Meyer, The Vampire Diaries de L. J. Smith et House of Night de P. C. et Kristin Cast. Elle s'appuie sur trois approches, les études culturelles et l'étude de la réception, la narratologie, puis les études de genre. Les influences littéraires qui nourrissent les romans, le mode de lecture qu'ils encouragent et les choix narratifs qu'ils déploient sont analysés afin de comprendre ce qu'ils mettent en scène : la rencontre entre le sujet féminin et une conception patriarcale du monde. / Supernatural romance (or 'bit lit' in French) is a contemporary literary genre which associates sen-timental and vampiric stories and is primarily aimed at a female teenage audience. It acquired global visibility in 2005 with the publication of Stephenie Meyer's Twilight. This literary movement takes up one of the most recurring and central themes of Western love stories and vampire stories alike: the construction of the feminine, of its positioning and its interactions with an essentially hos-tile and dangerous environment. Despite very conservative and even reactionary representations, the genre has met a huge success among young women. It is thus necessary to question this ap-parent contradiction: why do exclusively female writers and mostly female readers write and read sentimental stories that can be qualified at best as 'hardly feminist'? To do so, the current study focuses on three supernatural romance series: Twilight by Stephenie Meyer, The Vampire Diaries by L. J. Smith and House of Night by P. C. and Kristin Cast. It relies on three approaches: cultural and reception studies, narratology and gender studies. The literary influences that inform the nov-els, the reading mode they incite and the narrative choices they unfold are analyzed in order to understand how they stage the encounter between the feminine subject and a patriarchal worldview.

This diploma thesis deals with the current position of young adult literature it the Czech book market. Young adult literature is primarily intended for teenage readers and captures topics that are close to this age group. The aim of the thesis is to find out, how is this kind of literature published in Czech media system. This text also acquaint closer with the term the young adult literature. For this reason, the first part of the work deals with the definition of young adult literature and the presentation of common genres, as well as the brief history and its influence on adolescents. Through interviews with the representatives from the three selected publishers that publish the young adult titles, we have found out which place this literary sector occupies in the Czech book market. The main achievement we have learned is the fact that although the young adult is a relatively new term for the Czech environment, even in the few years that we have encountered, it has become a relatively well-established concept. Young people choose titles with lighter motives, but books that solve more demanding themes are often searched by readers in the long term for several years after their release. Even though the number of Czech young adult titles is still increasing, it is often translated literature....

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The purpose of this narrative study is to investigate how two former students with mildintellecual disabilities describe the years in special schools, how they talk about theirdiagnosis and how they experienced their identity development. The study aims to examinethe following questions: What told experiences have young adults with intellectual disabilities of their schoollife? What and how do young adults narrate about being diagnosed with intellectualdisabilities? What identity appearances do the young adults make in their narrations?To collect data has the narrative method been used. It is a sort of qualitative researchinterviews that have focus on the story about a person´s life or about selected parts of apersons life. The social constructivist perspective been the theoretical starting point of thestudy. In that perspective the language and the social interaction are prominent for humanidentity development.The study results indicate that young people who have passed special schools experience thatthey have had friends but not friends outside the school. They have grown as people thanks tomanageable challenges. The study shows that it is not sufficiently great intellectualchallengers for the students at special schools. It happens that teachers give misguided supportor takes measures late in the training.It differs when the informants became aware of their disability and how that has affectedthem. The results indicate the importance of understanding and knowledgeable adults in thestudents close during school time and the first time as a young adult. The adults can beteachers, parents, managers and other staff.To share life stories provide a greater understanding into the situation of people withintellectual disorder. This is of importance for special education teachers to createopportunities for each student to optimal development. / Studiens syfte är att undersöka hur två före detta elever med lindrig intellektuellfunktionsnedsättning beskriver sin skoltid i särskolan (grundsärskola och gymnasiesärskola),hur de berättar om sin diagnos och hur de upplevt sin identitetsutveckling. Studien ämnarbesvara följande frågeställningar: Vilka berättade erfarenheter har de unga vuxna med lindrig intellektuellfunktionsnedsättning av sin skolvardag? Vad och hur berättar de unga vuxna om diagnosen lindrig intellektuellfunktionsnedsättning? Vilka identitetsframträdanden gör de unga vuxna i sina berättelser?För att samla in data har den narrativa metoden använts. Det är en typ av kvalitativforskningsintervju som riktar in sig på att i samtal låta personer berätta om sina liv eller som istudien om valda delar av sina liv. Den teoretiska utgångspunkten för studien är detsocialkonstruktivistiska perspektivet som betonar språket och det sociala samspelets betydelseför människans identitetsutveckling.Resultat visade att unga som har gått i grundsärskola och gymnasiesärskola upplever att dehar haft vänner, men inte utanför skolvardagen, och att skoltiden har gett dem utmaningar somutvecklat dem som människor. Studien visar också att det inte ges tillräckligt storaintellektuella utmaningar för eleverna och att lärare och annan personal ger ibland missriktatstöd eller sätts stödet in sent under utbildningen. Det skiljde sig åt när informanten blevmedvetna om sin funktionsnedsättning och på vilket sätt det har påverkat dem. Resultatetpekar på betydelsen av förstående och kunniga vuxna i ungdomarnas närhet under skoltidenoch den första tiden som ung vuxen, exempelvis lärare, föräldrar, chefer och annan personal.Att ta del av livsberättelser ger en ökad förståelse för människor med intellektuellfunktionsnedsättnings situation. Detta är av vikt för att speciallärare ska kunna skapaförutsättningar för varje elevs möjlighet att utvecklas optimalt

This research focuses on the relationship between self-esteem, graduateness skills and attributes and career adaptability among young adults in the school-to-work transition phase to assist them in dealing with the transitions they are faced with during the school-to-work transition phase in the hopes of making them more career adaptable and employable. A cross-sectional quantitative research approach was followed, and a non-probability convenience sample (N = 332) of undergraduate black (98.5%) and female (62%) young emerging adults (18 to 29 years) at a Further Education and Training (FET) college in South Africa participated in the study. A canonical correlation analysis indicated a significant overall relationship between the graduateness/self-esteem canonical variate and the career adaptability canonical variate. Hierarchical regression analyses indicated that the relationship between graduateness skills and attributes and career adaptability was moderated by self-esteem. Tests for mean differences revealed that males and females differed significantly regarding their personal self-esteem and lie items. Recommendations are suggested for use by human resource professionals in terms of career development practices. / Human Resource Management / M. Com. (Human Resource Management)

The topic of assessment has attracted wide-spread attention in the discipline of music education in recent decades. However, most research centres on school-based assessment, and then mainly on the assessment of practical music subjects. Current assessment practices in music literacy programmes (such as 'paper-and-pencil' and standardized tests) counteract what is arguably the most important goal of music education, namely the development of musicianship. Therefore, in this study, my aim is to investigate assessment practices in music literacy courses for young adults, and to show how assessment in these courses can contribute to the development of musicianship. In order to reach these aims, the terms 'musicianship' and 'music literacy' are defined. The importance of a guiding philosophy for assessment is highlighted and constructivism is discussed as an example of such a philosophy, since constructivist principles largely correspond with the principles of assessment and adult education. Principles for effective assessment are subsequently established before being applied to the assessment of music literacy outcomes. Finally, the need for further research about various topics that can inform assessment practices in music subjects is pointed out. / Thesis (M.Mus.)--North-West University, Potchefstroom Campus, 2007.

This research was designed to investigate issues of quality in the reading of fiction of 11 – 16 year olds in school; this included the reading of fiction as part of the curriculum and private reading for pleasure. It is research which found its roots in the surveys of children’s reading habits carried out by Jenkinson (1946), Whitehead, Capey, and Maddren, (1977), Hall and Coles (1999) and Clark, Osborne and Akerman (2008). These surveys, over sixty years, show how attitudes to reading for 11 – 16 year olds, their reading habits and their preferred texts have changed. Judgements of quality in children’s chosen reading are implied in those studies but criteria for these judgments of quality are not defined. The National Curriculum (NC) for England (2008) explicitly refers to texts considered to be of high quality and lists prescribed texts and authors, but does not define what is meant by quality. The study was designed to investigate how teachers and students in secondary schools (11 – 16 year olds) in England conceptualised quality in the fiction used in class and for private reading. Individual teachers and groups of 11 – 16 year olds from four schools in the South-West of England were interviewed using semi-structured interviews. The interview data were analysed using a Cultural and Historical Activity Theory (CHAT) framework. The findings indicate that interpretations of quality are complex and often linked to examination syllabus requirements; the iterations of the NC for English in England; and discrete individual school and departmental needs. This can cause professional tension amongst teachers relating to the imposed rules, to external expectations and to the lack of teacher autonomy. The study offers new insights into how fiction for 11 – 16 year olds is used and conceptualised in school. This is represented theoretically through the framework of CHAT and in terms of the confusion at the intersection of boundary objects. The outcomes of the research will also contribute to clarifying how texts written for young adults may be judged and to the conceptualisation of a pedagogy to support the use of fiction with 11 – 16 year olds in school.

Adaptations of works have the potential to bring their subject matter to a new audience. This thesis explores the adaptation of Russian fairy tales into novels by authors Orson Scott Card and Joy Preble by looking at how they present Russian fairy tales, folkloric figures, and fairy tale structure to an American audience.