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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
121

The Ghost of Carver Ranch

Davis, Roy C. 08 August 2006 (has links)
No description available.
122

A Way In: Stories and a Novel-in-Progress

Dougherty, Matthew 12 May 2014 (has links)
No description available.
123

Restorying Dystopia: Exploring the Hunger Games Series Through U.S. Cultural Geographies, Identities, and Fan Response

Miller, Mary Catherine 25 May 2017 (has links)
No description available.
124

A (Graphic) Novel Idea for Social Justice: Comics, Critical Theory, and A Contextual Graphic Narratology

Grice, Karly Marie January 2017 (has links)
No description available.
125

Agency and Education: A Critical Discourse Analysis of the Rhetoric of Agency and Formal Education in Young Adult Literature

West, Craig K. January 2017 (has links)
No description available.
126

Healing with Word: How Young Adult Literature Affects Incarcerated Adolescent Males

Hare, Heather N. January 2017 (has links)
No description available.
127

Evaluating Young Adult Literature through Transactional Theory

Lash, Holly L. 07 December 2015 (has links)
No description available.
128

Teaching Ethics Through Young Adult Literature : - An Analysis of Suzan Collins’ The Hunger Games

Linn Nilsson, Linn Nilsson January 2022 (has links)
This essay explores the use of young adult literature, primarily the young adult novel The Hunger Games by Suzanne Collins (2008), and how it creates an educational potential for learning and discussing ethics and ethical dilemmas for upper secondary school students. First, the curriculum for upper secondary school in Sweden is examined and confirms literature as important content of communication in the English subject and what the role of literature can be. Further, the curriculum’s ethical aspects are analysed, and it is affirmed that ethics has a significant part in the Swedish school and the English subject. However, the curriculum does not state how ethics should be taught. Additionally, research is presented and displays the connection between ethics and literature. Suzanne S. Choo’s thoughts and ideas on teaching ethics through literature are the framework of the analysis, and by analysing the ethical themes and issues in The Hunger Games, the aim is to prove the educational potential of teaching ethics with the use of the novel. The novel contains multiple ethical themes and topics suitable for an upper secondary school class, both broader themes regarding social and political issues, and internal ethical dilemmas. In conclusion, the novel appeals to many of the qualities requested in a book by young adults, and the educational potential is promising.
129

Assessing Industry Ideologies: Representations of Gender, Sexuality, and Sexual Violence in the Book Versions and Film Adaptations of The Hunger Games Trilogy, The Divergent Trilogy, and The Vampire Academy Series

Palmieri, Stephanie Jane January 2016 (has links)
In this study, I use social constructionist feminist and queer theory and narrative analysis to identify messages about gender, sexuality, and sexual violence in both the book versions and film adaptations of The Hunger Games trilogy, the Divergent trilogy, and the Vampire Academy series. These three series are representative of a major pop culture trend in which young adult novels are not only popular and financially successful, but in which these types of novels are being adapted into major films. In this study, I demonstrate that the book and film series all generally privilege whiteness, able-bodiedness, and heterosexuality, and in doing so, these texts reproduce a narrow worldview and privilege normative ways of knowing and being. However, while the films strictly reinforce normative understandings of gender, sexuality, and sexual violence, each book series reimagines gender in important ways, disrupts normative scripts that denigrate women’s ownership over their sexuality, and represents sexual violence in graphic but not exploitative ways that portray the real life consequences and complexity of sexual violence. My analysis of these texts reveals that the book series employ a variety of mechanisms that empower the women protagonists including establishing their narrative agency and representing them as gender fluid, while the film series utilize a variety of mechanisms that both objectify and superficially empower women including an emphasis on women’s sexualized physical bodies especially in times of vulnerability, the pronunciation of “natural” sexual differences, and the strict regulation of women’s bodies by dominantly masculine men. I argue that the significant alteration of the books’ original messages are a product of logistical, historical, cultural, and economic elements of the film industry, which has continually constructed women’s roles in terms of their sexual availability, victimization, and need to be rescued by heroic men. In this study, I address the institutional imperatives of the film industry that dictate specific representations of gender, sexuality, and sexual violence, and I address what these representations might mean for audiences. / Media & Communication
130

Where are the gifted children? : the representation of gifted students in caldecott medal books

Shapiro, Angela Bianca 01 January 2007 (has links)
Education should provide the academic support to promote every child's potential. In my experience, schools often neglect the population of gifted students. One way to support any population is to provide books that include positive role models (Purves & Monson, 1984). Therefore, my study will attempt to answer the question: Are gifted students represented in children's literature? In particular, fictional Caldecott Medal books. The copyright dates range from 1938 to 2007. After creating a random sample of Caldccott Medal books, the selections were read and analyzed by the researcher for five specific traits of the gifted. As a means of analyzing these books, I created a schema to determine if the protagonists exemplified any of the gifted traits identified by prior research. My research revealed that out of 26 books, 14 characters were creative, 20 were intellectual, 6 were high achievers, 3 showed academic aptitude, and 4 were in the visual/performing arts. Next, the analysis revealed the protagonist characters were 17 males to 9 females; however, most surprising was the discovery that of all five characters identified as gifted, all were male and over the approximate age of eighteen. Certainly, the dominant educational implication from this study is the need for positive gifted role models that more equally represent both genders and that are school-age children.

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