Thesis (M. A.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Boys and Girls Club kept me out of prison. It kept me focused in school and on life; and has made me a productive citizen in the society. (Boys & Girls Club alum) This qualitative study evaluated and compared the influence of the Boys & Girls Club and Keystone Club programs on alumni in regards to their career and life experiences. Data were collected through personal interviews of each alumnus in the study. Each interview focused on the alumni’s experiences and benefits gained in either the six core areas of the Keystone Club program or the five core areas in which Boys & Girls Club members participate. The researcher asked staff from the Bryan and College Station Clubs to identify alumni for whom they still had contact information and would be likely to participate. The researcher then used the naturalistic inquiry approach to gather information regarding the experiences and benefits of alumni’s participation in the Keystone Club and Boys & Girls Club programs. The sample of convenience included 14 individuals who had participated in either program in the cities of Bryan or College Station, Texas. The major findings of the study were as follows: 1) All Boys & Girls Club alumni and Keystone Club alumni learned leadership skills through their participation in the programs; 2) All Boys & Girls Club alumni and Keystone Club alumni learned to interact with various cultures as a result of their exposure to the programs; 3) A greater number of alumni from the Keystone Club described “goal setting” as a key lesson than did alumni from the Boys & Girls Club; 4) Alumni from the Keystone Club are more likely than the alumni from the Boys & Girls Club to give back to their community. Recommendations for the clubs include the implementation of community service projects in the Boys & Girls Club program as well as helping youth identify and set goals. For the Keystone Club program, a Job Shadow Day and a College Student Shadow Day were both recommended to help students identify future careers and explore higher education.

Thesis (Ph.D.) -- University of Rhode Island, 2009. / Typescript. Includes bibliographical references (leaves 65-80).

My essay has three foci. One is the presentation of a survey I gave to two groups of pupils, one grade 7 and the other grade 8 about their attitude to reading books in school, and their attitude to reading books in general. I was interested in how the result would correspond to what many investigations on this subject had concluded. One such result was that girls were usually not only more willing to read, but they were also better readers than boys. Therefore, the answerers must tell if they were boys or girls. The result of my investigation rather corroborated what many others had already said: Swedish young people are not enthusiastic book readers, but when reading, the girls are the ones that take the lead. Another focus is in a way historical. I used a novel by a Swedish author telling about poor people on the Swedish countryside in the nineteenth century dreaming of being able to emigrate from their home country and come to America. What interests me is the story telling of the attitude to reading, both in the characters and the authorities. There is much about reading incapacities, but also of lust for, and skill in reading. The attitudes from the authorities is dominated by churchly paternalism: reading skill in ordinary people has one primary function, to make them good Christians. This common value-system is fixed by the didactic curricula of the time. My third focus is the Swedish curricula especially in what they say about reading and literature. I thought I found that they have at least something in common with the curricula of mid-nineteenth century than might be expected. The older ones have what could be seen as an instrumental attitude to reading and such an attitude I thought could be perceived also in the modern ones: they seem to be eager to point out the usefulness of reading in general and even of reading literature. Another point would be the great importance attached to the strengthening of the common value-system, here, not Christian belief, but a democratic ground of values. In my study of what is said about reading in school by people discussing the subject, and when looking at the result of my own investigation by the questionnaire I very often find a similar instrumental attitude: all reading, be it fact or fiction, is expected to lead to something useful not just pleasure.

Thesis (Ph. D.)--University of Notre Dame, 2004. / Thesis directed by Dawn M. Gondoli for the Department of Psychology. "June 2004." Includes bibliographical references (leaves 66-72).

The present work has been implemented as a literature study aimed to investigate the prevalence, possibly causes and consequences of an eating disorder. In today's modern society individuals are living with a constant reminder from the media about how a person should look and act to blend into the social norms and expectations of the modern society. This literature review has been analysed on the basis of concepts such as identity, gender identity and gender. In addition previous research has been analysed in terms of themes, history, possible causes/risk factors, media, body image and control, depression, shame and guilt as well as culture. The above themes were analysed on the basis of behaviouristic theory and role theory. The conclusion of the present work is that an eating disorder is 10 times more common in girls than boys. Furthermore present work has shown that Anorexia Nervosa, Bulimia Nervosa and UNS previously existed even though it was not documented as a medical condition. Another conclusion is medias exposure of the stereotypical body image which contributes to an increased development of the medical conditions mentioned above.

In this paper-based thesis, I describe the findings of my ethnographic research conducted among the intimate partners of female sex workers and adolescent boys in Northern Karnataka. By highlighting the contradictory and relational nature of masculinity, my study aims to contribute to the larger scholarship on masculinity in South Asia. In the first manuscript, I examine the intimate partners’ perceptions and practices to shed light on the common occurrence of intimate partner violence and how local ideologies of manhood—and the social and structural conditions that shape these ideologies—perpetuate intimate partner violence. In an attempt to destabilize hierarchical gender orders, the second manuscript builds on Connell’s theory of “hegemonic masculinity” by developing the notion of incipient masculinity. From a public health perspective, the findings of these studies are expected to inform the ongoing structural interventions in Northern Karnataka that aim to prevent violence against female sex workers. / October 2016

<p>I dagens samhälle har ungdomar allvarliga hälso- och sociala problemrelaterade till sexuellt överförbara sjukdomar, vilket är en av anledningarna till varför undervisningen inom sex och samlevnad behövs. Elever får sin primära kunskap inom sex och samlevnad från skolan, men de uppger att de inte har någon användning för dessa kunskaper. Syftet är att undersöka elevers intresse inom sex och samlevnad i högstadiet, för att få en uppfattning om vad elever önskar för kunskaper inom området.</p><p>Undersökningen genomfördes med två olika enkäter som 223 elever i högstadiet besvarade. Den första enkäten bestod av både öppna och slutna frågor och den andra enkäten bestod enbart av slutna frågor. Killarna i undersökningen ville inte läsa om "sexuella läggningar" eller ansåg att det borde tas upp i skolans undervisning. Tjejerna var överlag mer positiva till att ta upp området sex och samlevnad i skolan likväl positiva till att få mer kunskaper inom kategorierna. Kategorierna som respondenterna visade störst intresse för att veta mer om var "sexuellt umgänge" och "samlevnad". Resultatet visade att respondenterna överlag inte är intresserade av området sex och samlevnad, men samtidigt visar resultatet att respondenterna tycker det är viktigt att ta upp området i skolan.</p>

Thesis (Ph.D. (Human Movement Science))--North-West University, Potchefstroom Campus, 2008.

I dagens samhälle har ungdomar allvarliga hälso- och sociala problemrelaterade till sexuellt överförbara sjukdomar, vilket är en av anledningarna till varför undervisningen inom sex och samlevnad behövs. Elever får sin primära kunskap inom sex och samlevnad från skolan, men de uppger att de inte har någon användning för dessa kunskaper. Syftet är att undersöka elevers intresse inom sex och samlevnad i högstadiet, för att få en uppfattning om vad elever önskar för kunskaper inom området. Undersökningen genomfördes med två olika enkäter som 223 elever i högstadiet besvarade. Den första enkäten bestod av både öppna och slutna frågor och den andra enkäten bestod enbart av slutna frågor. Killarna i undersökningen ville inte läsa om "sexuella läggningar" eller ansåg att det borde tas upp i skolans undervisning. Tjejerna var överlag mer positiva till att ta upp området sex och samlevnad i skolan likväl positiva till att få mer kunskaper inom kategorierna. Kategorierna som respondenterna visade störst intresse för att veta mer om var "sexuellt umgänge" och "samlevnad". Resultatet visade att respondenterna överlag inte är intresserade av området sex och samlevnad, men samtidigt visar resultatet att respondenterna tycker det är viktigt att ta upp området i skolan.