<p> </p> <p>Young Adult (YA) literature is a subject that is often unclear. There is no clear definition</p> <p>of what YA literature is. However, most YA literature has several things in common. First, it</p> <p>includes characters between the ages of 12 and 25. Second, it fits into the publication genre of</p> <p>YA literature. Third, it features diverse characters experiencing themes surrounding identity. It is</p> <p>this theme of identity on which this essay focuses. Narrowed down to the subject of narrative</p> <p>identity, we look at how the events of someone’s life makes up their personality and the</p> <p>correlation between narrative identity and YA literature. Narrative identity can be seen within</p> <p>novels, and it is also impacted by the stories we read. The text <em>Illuminae</em> by Jay Kristoff and</p> <p>Amie Kauffman is used to further examine this framework, alongside frameworks of</p> <p>posthumanism and technology. The ideas of technology, narrative identity, and YA literature are</p> <p>all combined in a representative assignment that is a podcast. This podcast assignment asks</p> <p>students to examine these intersections utilizing technology, and to use multimodality to</p> <p>communicate their findings. The essay concludes by discussing possible pitfalls, such as political</p> <p>climate, breadth of topics, and student preconceptions. However, it is concluded that YA is a</p> <p>vital part of literature and society that allows for an empathetic approach to how we interact with</p> <p>one another.</p>

Mythology is an integral part of literature and an important cornerstone in a student's education. However, mythology itself is an extremely broad topic that encompasses the myths of a number of cultures. In the Language Arts classroom, students are introduced to Greek mythology in middle school; in the state of Florida as early as sixth grade per the Sunshine State Standards. However, students might find difficulty connecting to Greek literature difficult due to issues of: voice, prose and an inability to see the relevance behind the study of Greek mythology. In addition, the immensity of Greek mythology makes it difficult to select what pieces to teach and what to omit, but as Roy Thomas, the author of this version of the Marvel Comic's adaptation states "[e]very generation should have its own translation of The Iliad, one that speaks to it in its own special way'' (p. iii). The purpose of this study is to conduct a content analysis of a graphic novel version of The Iliad by Homer, with the intent of identifying the benefits of using alternative versions of classic literature within the Language Arts or Reading classroom, specifically the graphic novel. In hopes of demystifying the negative stigma with which comics, and graphic novels by extension, this thesis will study the attributed of this graphic novel and ultimately provide educators insight into a medium that has the potential to engage students in a multiple modes.

Stephenie Meyer's series Twilight has swept the nation and the world. Everywhere you go, the names Edward and Bella seem to have punctured the vernacular. People are obsessed with the characters, the movie, the actors, and the author. Mothers, fathers, sons, and daughters all around the world are reading the series. The first Twilight novel has been in the top 100 bestsellers list on Amazon.com for 735 days (Amazon.com, 2009). The four book series has been on the New York Times Best Sellers list for 121 weeks as of December 4, 2009 (NY times.com, 2009). The book has also been translated into 20 different languages ("Bio", n.d.). The Twilight movie premiered in November 2008 at number one, bringing in 70 million dollars during its opening weekend ("Bio", n.d.). But one just has to walk into a bookstore or even Wal-Mart with their giant book and memorabilia displays to understand the Twilight phenomenon. This study considers how this young adult novel can be transformed into a learning opportunity for secondary students. The study explores in-depth the use of young adult novels in the classroom and their ability to teach students various concepts. The main focus of this research is Twilight and how it can be used in the classroom to teach canonical literary elements such as symbolism and author's purpose.

No description available.

This thesis looks at two questions regarding the teaching of Fyodor Dostoyevsky's works in high school and junior college: which of Dostoyevsky's works should be used, and what materials in those works selected should one consider most necessary for emphasis in the actual teaching of the works.

A young man growing up in an alternate-history America becomes embroiled in revolution.

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Standards of female beauty have long been a source of debate within Western society. Determining who dictates these standards of beauty and how these standards inform individual value seemingly become more and more determined by the individuals themselves, yet there remains a high value placed on white, thin and cisgender females. This standard, although increasingly challenged remains the default for beauty in our society and within our literary culture. This thesis works to expose two modern Young Adult texts, John Green’s An Abundance of Katherines and Laura Ruby’s Bone Gap, for the ways in which they continue to reinforce these standards of beauty in women. While presenting challenges to these stereotypes, the standards set out in these texts ultimately portray women as defined and controlled by men. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

Objetivo: compreender o significado da vivência do câncer de mama para mulheres jovens, com relação ao Trabalho, Maternidade e Imagem corporal. Método: estudo qualitativo; referencial metodológico: Discurso do Sujeito Coletivo; teórico: Interacionismo Simbólico. Desenvolvido em um Ambulatório de Mastologia e Núcleo de Reabilitação de Mastectomizadas. A coleta ocorreu de fevereiro/2014 a janeiro/2015. Participaram 12 mulheres selecionadas por prontuários, entre 18 e 40 anos, com até um ano do diagnóstico do câncer, sendo excluídas aquelas que não se expressavam individualmente e com metástase; responderam às questões norteadoras: \"Como é para você ser uma mulher jovem que teve diagnóstico do câncer de mama com relação ao trabalho? À maternidade? À sua imagem corporal?\". Resultados: emergiram as categorias: \"Fato de você ser jovem e ter que parar de trabalhar, às vezes eu me sinto meio inválida, sabe? E o fato de me tirar daquilo que eu mais gosto de fazer que era trabalhar, que é trabalhar, me apavorou um pouco\"; A importância do trabalho pelo fato de ser mulher e jovem: \"O Trabalho é a edificação da alma! Não tem frase melhor que defina trabalho, e como mulher jovem: Liberdade!\"; O afastamento da mulher jovem de sua atividade de trabalho e as relações sociais; A maternidade e o fato de ser mulher jovem com câncer de mama: \"A maternidade me mostrou um amor grande demais, mas abala (o câncer) porque nessa idade que eu estou a gente tem muitos sonhos ainda, entendeu\"; Dilema materno: ter ou não filhos após o câncer de mama?; A amamentação para a mulher jovem com câncer de mama; Dilema materno: a possível ausência para os filhos; Dilema materno como mulher jovem: a proteção com os filhos diante do diagnóstico do câncer de mama; Para a mulher jovem com câncer de mama a maternidade é o ponto de equilíbrio para o enfrentamento do câncer; Perda de cabelos, pelos e mudança na coloração da pele e unhas: \"Me fez sentir feia. Fica sem expressão. Me sinto debilitada como mulher\"; O fato de ser jovem e a falta da mama: \"Não quero ser mutilada. Perder um seio é muito difícil\"; Sentimento da mulher relacionado ao ganho de peso durante o tratamento: \"está me incomodando e fico com a autoestima lá embaixo\'\"; A mulher jovem se incomoda com os olhares curiosos por apresentar mudança corporal causada pelo câncer de mama: \"Quero passar despercebida, não quero que sintam pena \'coitada, tão nova\'\"; \"O pessoal jovem sofre demais. Você se olha no espelho e diz: \'puts eu não sou igual a todo mundo\'.\" A vivência do câncer de mama para as mulheres jovens, relacionado ao trabalho, maternidade e imagem corporal, significou viver com a dualidade de \"ter de se tratar\" e ter de \"passar pelas adversidades impostas pelo câncer de mama\"; lidar com dificuldades, quando necessitaram \"camuflar sofrimentos\" para que filhos/companheiros/familiares e amigos não sofressem \"pelas suas dores (das mulheres)\", e \"apoio\", quando conseguiram \"compartilhar o câncer de mama\" com eles. Conclusão: profissionais de saúde devem atuar diante dos comprometimentos causados pela doença / Objective: to understand the meaning of breast cancer experience for young women in relation to Work, Maternity and Body Image. Method: qualitative study; Methodological approach: Discourse of the Collective Subject; Theory: Symbolic Interactionism. Developed in a Mastology Ambulatory and Mastectomized Rehabilitation Nucleus. The data collect occurred from February / 2014 to January / 2015. Twelve women between 18 and 40 years were selected by medical records, with up to one year of diagnosis of cancer participated, and those with metastasis and who could not express themselves individually were excluded; they answered the guiding questions: \"How is for you to be a young woman diagnosed with breast cancer in relation to work? Motherhood? And body image?\" Results: The categories emerged: \"The fact that you are young and have to stop working, sometimes I feel kind invalid, you know?\"; The importance of work for being a woman and a young person: \"Work is the building up of the soul! There\'s no better phrase that defines work, and as a young woman: Freedom!\"; The removal of the young woman of his work activity and the social relations; Motherhood and the fact of being a young woman with breast cancer: \"Motherhood has shown me a great love, but it shakes (cancer) because at this age that I am we have many dreams yet, do you understand?\"; Maternal dilemma: have or not have children after breast cancer?; Breastfeeding for the young woman with breast cancer; Maternal dilemma: possible absence for the children; For the young woman with breast cancer, motherhood is the point of balance for coping with cancer; Loss of hair and change in the color of the skin and nails: \"It made me feel ugly. Without expression. I feel weak as a woman\"; The fact of being young and the breast\'s loss: \"I do not want to be mutilated. Losing a breast is very difficult\"; Woman\'s feeling associated to weight gain during treatment: \"it\'s bothering me and my self-esteem falls\"; The young woman is bothered by the curious looks due to the corporal change caused by breast cancer: \"I want to go unnoticed, I do not want them to feel \"poor, so young\'\"; \"Young people suffer a lot. You look at yourself in the mirror and say, \'Oh, I\'m not like everyone else.\' The experience of breast cancer for young women, in relation to work, maternity and body image, it meant living with the duality of \"having to treat\" and to have to \"go through the adversities imposed by breast cancer\"; deal with difficulties, especial when they needed to \"camouflage their suffering\", so their children / partner / relatives and friends would not suffer \"with their pains (of women)\", and \"support\" when they were able to \"share the experience of breast cancer\" with them. Conclusion: health professionals must act on the deficits caused by the disease

Doctor of Philosophy / School of Family Studies and Human Services / Jared A. Durtschi / Each year in the United States, 40,000 individuals die by suicide, 7,000 of whom are young adults between the ages of 25-34. For every death, it is estimated that another 25 suicide attempts are made and that over 8% of young adults experience thoughts of suicide each year. Suicide rates are climbing, but identification of protective factors to reduce suicide risk remains elusive. Using a sample of 4,208 young adults from the National Longitudinal Study of Adolescent to Adult Health, a latent profile analysis was used to test the number of profiles that best fit the data based on indicators that were hypothesized to be risk or protective features, and those profiles were analyzed using logistic regression to assess suicide risk. Hypothesized protective indicators included parent and romantic relationship quality, parental satisfaction, job satisfaction, and religiosity. Hypothesized risk indicators included parental demands, depressive symptoms, job demands, isolation, alcohol use, and adverse childhood experiences. A four-profile solution was optimal for this data and yielded four distinct profiles named: Satisfied with Life (n = 2,442), Relationship Stress (n = 669), Demanding Jobs (n = 658), and Challenging Childhood (n = 427). Individuals in the Satisfied with Life profile reported positive relationship quality with parents, partners, and children, and low depressive symptoms, isolation, and adverse childhood experiences. This profile was associated with a 60% decrease in risk for suicidal ideation. Participants in the Relationship Stress profile reported low relationship satisfaction, lack of confidence that their romantic relationship was going to be permanent, and high alcohol consumption. Individuals in this profile were 104% more likely to experience suicidal ideation compared to those not in this profile. The Demanding Jobs profile included individuals who felt their work interfered with their family time, and vice versa, but still had moderately high satisfaction in each area. This profile was not significantly associated with suicidal ideation. The final profile, Challenging Childhood, included individuals who reported low quality of relationships with their parents, high levels of isolation and depressive symptoms, and significantly higher adverse childhood experiences than other individuals in this sample. Individuals in this profile were associated with 192% increase in risk for suicidal ideation than those not in this profile. The results of this study underscore the importance of positive relationships as a protective factor against suicide, and provide new information about how job satisfaction and demands can also serve as protective features. Therapeutic interventions that address improving social support, coping with traumatic events, and decreasing alcohol consumption are recommended to decrease suicidal thoughts.