Este é um estudo comparativo entre duas áreas de lazer noturno em dois diferentes bairros na cidade de Porto Alegre: o aristocrático Moinhos de Vento e o mais antigo, popular e boêmio – e atualmente na moda – Cidade Baixa. No seu ponto de partida está o interesse em buscar as razões para a migração que vem ocorrendo ultimamente de freqüentadores do bairro Moinhos de Vento para os bares e outros estabelecimentos noturnos na Cidade Baixa. O estudo trabalha simultaneamente com variáveis sociais e espaciais procurando relacionar o perfil socioeconômico de habitués e migrantes com os lugares onde ocorrem a sua interação, bem como os padrões de seu comportamento socioespacial – os lugares que eles tendem a escolher, as razões para isso, se costumam ir sozinhos ou em grupos, se preferem estar dentro ou fora dos bares etc. Com este objetivo foram identificados quatro diferentes subespaços em cada bairro, de acordo com os tipos de lazer, de lugar e de freqüentador que eles têm a oferecer. Os dados empíricos mostram que o perfil socioeconômico, assim como as escolhas e o comportamento socioespacial de habitués e migrantes não são tão diferentes a ponto de provocar a migração do bairro aristocrático Moinhos de Vento para a cena underground da Cidade Baixa. Contudo o grau de homogeneidade quanto às opções de lazer do Moinhos de Vento, comparado à multiplicidade de escolhas na Cidade Baixa, parece indicar a diversidade como principal fator responsável pelo movimento migratório. / This is a comparative study between two areas of night entertainment, located in two very different neigbourhoods in the city of Porto Alegre: the rather aristocratic Moinhos de Vento and the old popular, bohemian, and at the present very fashionable Cidade Baixa. At its starting point lies the interest in looking for the reasons behind the migration of costumers from Moinhos de Vento toward bars and other similar places in Cidade Baixa, that has been taken place of late. The study works with both social and spatial variables, looking for relations between the socio economic profile of habitués and migrants, the spatial settings where their interaction takes place and their patterns of socio-spatial behaviour– which places they tend to choose, the reasons for that, if they use to go there by themselves or in groups, if they like to be inside or outside the bars, and so on. In order to do that four differentiated sub-areas were identified in each neigbourhood, according to the kind of entertainment, locals and types of customers they offer. Data evidence shows that the socioeconomic profile as well as the spatial choices and behaviour of habitués and migrants from both neirbourhoods present no such differences so as to account for the migration from the aristocratic Moinhos de Vento toward the underground scene of Cidade Baixa. Nevertheless, it seems that the degree of homogeneity in the options for entertainment in Moinhos de Vento in comparison to the multiplicity of choices in Cidade Baixa, pointed out to diversity as the possible main factor behind the migratory movement.

Este é um estudo comparativo entre duas áreas de lazer noturno em dois diferentes bairros na cidade de Porto Alegre: o aristocrático Moinhos de Vento e o mais antigo, popular e boêmio – e atualmente na moda – Cidade Baixa. No seu ponto de partida está o interesse em buscar as razões para a migração que vem ocorrendo ultimamente de freqüentadores do bairro Moinhos de Vento para os bares e outros estabelecimentos noturnos na Cidade Baixa. O estudo trabalha simultaneamente com variáveis sociais e espaciais procurando relacionar o perfil socioeconômico de habitués e migrantes com os lugares onde ocorrem a sua interação, bem como os padrões de seu comportamento socioespacial – os lugares que eles tendem a escolher, as razões para isso, se costumam ir sozinhos ou em grupos, se preferem estar dentro ou fora dos bares etc. Com este objetivo foram identificados quatro diferentes subespaços em cada bairro, de acordo com os tipos de lazer, de lugar e de freqüentador que eles têm a oferecer. Os dados empíricos mostram que o perfil socioeconômico, assim como as escolhas e o comportamento socioespacial de habitués e migrantes não são tão diferentes a ponto de provocar a migração do bairro aristocrático Moinhos de Vento para a cena underground da Cidade Baixa. Contudo o grau de homogeneidade quanto às opções de lazer do Moinhos de Vento, comparado à multiplicidade de escolhas na Cidade Baixa, parece indicar a diversidade como principal fator responsável pelo movimento migratório. / This is a comparative study between two areas of night entertainment, located in two very different neigbourhoods in the city of Porto Alegre: the rather aristocratic Moinhos de Vento and the old popular, bohemian, and at the present very fashionable Cidade Baixa. At its starting point lies the interest in looking for the reasons behind the migration of costumers from Moinhos de Vento toward bars and other similar places in Cidade Baixa, that has been taken place of late. The study works with both social and spatial variables, looking for relations between the socio economic profile of habitués and migrants, the spatial settings where their interaction takes place and their patterns of socio-spatial behaviour– which places they tend to choose, the reasons for that, if they use to go there by themselves or in groups, if they like to be inside or outside the bars, and so on. In order to do that four differentiated sub-areas were identified in each neigbourhood, according to the kind of entertainment, locals and types of customers they offer. Data evidence shows that the socioeconomic profile as well as the spatial choices and behaviour of habitués and migrants from both neirbourhoods present no such differences so as to account for the migration from the aristocratic Moinhos de Vento toward the underground scene of Cidade Baixa. Nevertheless, it seems that the degree of homogeneity in the options for entertainment in Moinhos de Vento in comparison to the multiplicity of choices in Cidade Baixa, pointed out to diversity as the possible main factor behind the migratory movement.

Since Greta Thunberg started her environmental school strike in August 2018 she has become a world famous activist and has been portrayed in news media everywhere. The aim of this bachelor study has been to examine how Greta Thunberg has been portrayed in the Swedish news media through examining two daily press newspapers and two evening press newspapers. This resulted in analyzing articles in Aftonbladet, Expressen, Dagens Nyheter and Svenska Dagbladet. By using a qualitative and a quantitative content analysis we investigated three different events connected to Greta Thunberg through published articles. During 2018 the event that started her journey, which is the school strike, was selected as one of these happenings. During 2019 we chose her UN- speech in New York, and for the last event her speech at the World Economic Forum's Annual Meeting in Davos was chosen. By choosing these specific events we could build a perception of what the media's portrayal of Greta Thunberg has been like during these three years. Therefore this study also aimed to answer the following research questions: - How has Greta Thunberg been portrayed in the daily press and the evening press? - Has the portrayal of Greta Thunberg changed over time? In this study we used the Framing Theory and also the protest paradigms as guidelines and we also applied von Zabern & Tulloch (2020) and Bergmann & Ossewaardes (2020) different frames. This study then led to an identification of a new framing of Greta Thunberg which we named “Speaking without speaking”, mostly consisting of what politicians and celebrities are saying about Greta Thunberg in the press. We also found that by examining these specific events that Greta Thunberg has been portrayed in different ways. Therefore we could also conclude that the framings and portrayals of Greta Thunberg changed throughout time. This means that she went from being portrayed as a young girl skipping school for the climate, to a world famous environmental activist and finally becoming a trustworthy leader. Therefore our study shows that Greta Thunberg was being undermined due to her young age in the ibeginning, but as her status grew the media changed their portrayal of her into the role model that she has become today.

No one believes in Åkesson - a comparative study on the evening press and the public service reporting on the Swedish Democrats before the 2014 election. The purpose of this essay was to study how Aftonbladet and Ekot reports about the Swedish Democrats before the election 2014, as well as comparing the two medias and reasoning about their agendas towards the party. The tabloid, Aftonbladet, is one of the biggest newspapers in Sweden, which depends on counter sales and commercials. Ekot, which is a part of public service, is state-funded and regulated by certain guidelines. Using a quantitative method we studied 80 articles, and through a qualitative method, six of the articles were analyzed to reach a deeper understanding. The theories primary used in this study were agenda-setting and framing, to stress the power of media. As well as political communication, to examine whether the Swedish Democrats are portrayed according to the democratics ideals of what kind of information journalism should provide citizens before an election. The result showed that the politics of the Swedish Democrats was rarely applied in the news articles. It also showed that both Aftonbladet and Ekot tended to portray the political party with a primary negative agenda. The Swedish Democrats were often described as racists, ignorant and irresponsible. Although Ekot proved to be a bit more restrict in their reporting, there were little differences in how both media presented the politcal party. Although the Swedish Democrats has taken on costumes instead of bomber jackets, and has an office in the Swedish Parliament, they still in 2014 aren’t neutralised or portraid as a serious political alternative, in either Aftonbladet nor Ekot.

Chan, Wai Nga Gloria. / Thesis submitted in: December 2006. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 278-285). / Abstracts in English and Chinese ; appendix also in Chinese. / ABSTRACT (ENGLISH) --- p.i / ABSTRACT (CHINESE) --- p.iv / ACKNOWLEDGEMENTS --- p.vi / TABLE OF CONTENT --- p.viii / LIST OF TABLES --- p.xix / Chapter Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1. --- Background to this Study --- p.1 / Chapter 1.2. --- Purpose of this Study --- p.2 / Chapter 1.3. --- Significance of this Study --- p.3 / Chapter 1.4. --- Organization of this Thesis --- p.3 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.5 / Chapter 2.1 --- Introduction --- p.5 / Chapter 2.2 --- "Motivation, Investment and Language Learning" --- p.5 / Chapter 2.2.1 --- Socio-psychological Approach to Motivation --- p.5 / Chapter 2.2.1.1 --- Motivation as a Socio-educational Model --- p.7 / Chapter 2.2.1.2 --- Instrumental and Integrative Motivation --- p.8 / Chapter 2.2.2 --- Motivation in Self-determination Theory --- p.13 / Chapter 2.2.2.1 --- Intrinsic and Extrinsic Motivation --- p.13 / Chapter 2.2.3 --- Individual Differences and Language Learning --- p.17 / Chapter 2.2.3.1 --- Personality --- p.18 / Chapter 2.2.3.2 --- Self-esteem --- p.19 / Chapter 2.2.4 --- Motivation and Investment of Adult Language Learners --- p.22 / Chapter 2.2.4.1 --- Differences between Child-Adult Learners --- p.22 / Chapter 2.2.4.2 --- Investment of Adult Language Learners --- p.25 / Chapter 2.2.5 --- Language Learning and Socio-cultural Theory --- p.27 / Chapter 2.3 --- Shift in Perspective in Adult Education from Transmission of Knowledge to Transformative Learning --- p.29 / Chapter 2.3.1 --- Different Perspectives on Adult Education --- p.29 / Chapter 2.3.2 --- Mezirow's Transformative Learning Theory --- p.31 / Chapter 2.3.2.1 --- Definition and the Emergence of Mezirow's Transformative Theory --- p.31 / Chapter 2.3.2.2 --- Transformation in Meaning Perspectives and Meaning Schemes --- p.33 / Chapter 2.3.2.3 --- Indication of Transformative Learning --- p.34 / Chapter 2.3.3 --- Recognition of the Value of Lifelong Learning in Hong Kong --- p.36 / Chapter 2.4 --- Summary --- p.37 / Chapter CHAPTER 3 --- METHODOLOGY --- p.39 / Chapter 3.1 --- Introduction --- p.39 / Chapter 3.2 --- Research Design --- p.39 / Chapter 3.3 --- Participants --- p.40 / Chapter 3.3.1 --- Selection Criteria for the Focused Cases --- p.40 / Chapter 3.3.2 --- Demographic and Language Background --- p.41 / Chapter 3.3.3 --- Profile of Participants --- p.42 / Chapter 3.4 --- Instrumentation --- p.46 / Chapter 3.4.1 --- Focus Group Interviews --- p.47 / Chapter 3.4.2 --- Participant Observation and Informal Conversation --- p.48 / Chapter 3.4.3 --- Semi-structured Individual Interviews --- p.48 / Chapter 3.4.4 --- Survey --- p.51 / Chapter 3.4.5 --- Triangulation of Data --- p.52 / Chapter 3.5 --- Data Collection and Processing --- p.53 / Chapter 3.5.1 --- Open-ended Focus Group Interviews --- p.53 / Chapter 3.5.2 --- Semi-structured Individual Interview --- p.54 / Chapter 3.6 --- Data Analysis --- p.55 / Chapter 3.7 --- Validity and Reliability --- p.55 / Chapter 3.8 --- Ethics --- p.57 / Chapter 3.9 --- Limitations --- p.58 / Chapter 3.10 --- Summary --- p.59 / Chapter CHAPTER 4 --- FINDINGS AND ANALYSIS -SUN AND KRISTY'S STORIES --- p.61 / Chapter 4.1 --- Introduction --- p.61 / Chapter 4.2 --- Sun's Story --- p.62 / Chapter 4.2.1 --- English Learning and Use in Childhood --- p.62 / Chapter 4.2.1.1 --- Influence of Family and Community --- p.62 / Chapter 4.2.1.1.1 --- Parental Influence --- p.62 / Chapter 4.2.1.1.2 --- Influence of Siblings --- p.65 / Chapter 4.2.1.1.3 --- Influence of Community --- p.67 / Chapter 4.2.1.2 --- Formal Schooling (Kindergarten to Secondary Three) --- p.68 / Chapter 4.2.1.2.1 --- Learning Experiences in Formal Schools --- p.68 / Chapter 4.2.1.2.2 --- English Teachers --- p.70 / Chapter 4.2.1.2.3 --- Attitudes Towards Education and English Learning in Formal Schools --- p.73 / Chapter 4.2.2 --- English Language Learning and Use in the Workplace --- p.76 / Chapter 4.2.2.1 --- Recognition and Confidence Gained from the Workplace --- p.77 / Chapter 4.2.2.2 --- Use of English in the Workplace --- p.79 / Chapter 4.2.2.3 --- Attitudes Towards English and English Learning in the Workplace. --- p.81 / Chapter 4.2.3 --- Returning to the English Classroom --- p.81 / Chapter 4.2.3.1 --- Motivation --- p.82 / Chapter 4.2.3.2 --- Attitudes Towards English and English Learning --- p.83 / Chapter 4.2.3.3 --- Investment in Learning English --- p.85 / Chapter 4.2.3.4 --- Influence of Family and Community --- p.88 / Chapter 4.2.3.5 --- English Learning Experiences in Adulthood --- p.93 / Chapter 4.2.3.6 --- Course Instructors --- p.94 / Chapter 4.2.3.7 --- Classmates --- p.96 / Chapter 4.2.4 --- Impact of English Learning at Adulthood --- p.101 / Chapter 4.2.4.1 --- Increased Confidence in Using English --- p.101 / Chapter 4.2.4.2 --- Better Job Opportunities --- p.102 / Chapter 4.2.4.3 --- Better Self-perception --- p.103 / Chapter 4.2.4.4 --- Psychological Well-being --- p.104 / Chapter 4.3 --- Kristy's Story --- p.105 / Chapter 4.3.1 --- English Learning and Use in Childhood --- p.105 / Chapter 4.3.1.1 --- Influence of Family and Community --- p.106 / Chapter 4.3.1.1.1 --- Influence of Parents --- p.106 / Chapter 4.3.1.1.2 --- Influence of Siblings --- p.109 / Chapter 4.3.1.1.3 --- Influence of Community --- p.110 / Chapter 4.3.1.2 --- Formal Schooling (Kindergarten to Secondary Four) --- p.111 / Chapter 4.3.1.2.1 --- Learning Experiences in Formal Schools --- p.111 / Chapter 4.3.1.2.2 --- English Teachers --- p.115 / Chapter 4.3.1.2.3 --- Attitudes Towards Education and English Language Learning --- p.119 / Chapter 4.3.2 --- English Language Learning and Use at the Workplace --- p.121 / Chapter 4.3.2.1 --- Use of English in the Workplace --- p.122 / Chapter 4.3.2.2 --- Attitudes Towards English and English Learning at the Workplace --- p.123 / Chapter 4.3.3 --- Returning to the English Classroom as an Adult --- p.124 / Chapter 4.3.3.1 --- Motivation --- p.124 / Chapter 4.3.3.2 --- Attitude Towards English and English Learning --- p.125 / Chapter 4.3.3.3 --- Investment in Learning English --- p.125 / Chapter 4.3.3.4 --- Influence of Family and Community --- p.127 / Chapter 4.3.3.5 --- English Learning Experiences in Adulthood --- p.132 / Chapter 4.3.3.6 --- Course Instructors --- p.133 / Chapter 4.3.3.7 --- Classmates --- p.134 / Chapter 4.3.4 --- Impact of English Learning in Adulthood --- p.137 / Chapter 4.3.4.1 --- Increased Self-confidence and Confidence in Using English --- p.137 / Chapter 4.3.4.2 --- Better Job Opportunities --- p.140 / Chapter 4.3.4.3 --- Psychological Well-being --- p.142 / Chapter 4.4 --- Summary --- p.143 / Chapter CHAPTER 5 --- FINDINGS AND ANALYSIS -EVA AND PAM'S STORIES --- p.148 / Chapter 5.1 --- Introduction --- p.148 / Chapter 5.2 --- Eva's Story --- p.150 / Chapter 5.2.1 --- English Learning and Use in Childhood --- p.150 / Chapter 5.2.1.1 --- Influence of Family and Community --- p.150 / Chapter 5.2.1.1.1 --- Influence of Parents and Siblings --- p.150 / Chapter 5.2.1.1.2 --- The Influence of Community --- p.153 / Chapter 5.2.1.2 --- Formal Schooling (Kindergarten to Secondary One) --- p.155 / Chapter 5.2.1.2.1 --- Learning Experiences in Formal Schools --- p.156 / Chapter 5.2.1.2.2 --- English Teachers --- p.158 / Chapter 5.2.1.2.3 --- Attitudes Towards Education and English Language Learning --- p.166 / Chapter 5.2.2 --- English Language Learning and Use at the Workplace --- p.168 / Chapter 5.2.2.1 --- Use of English at the Workplace --- p.168 / Chapter 5.2.3 --- Returning to the English Classroom as an Adult --- p.168 / Chapter 5.2.3.1 --- Motivation --- p.169 / Chapter 5.2.3.2 --- Attitude Towards English and English Learning --- p.170 / Chapter 5.2.3.3 --- Investment in Learning English --- p.172 / Chapter 5.2.3.4 --- Influence of Family and Community --- p.176 / Chapter 5.2.3.5 --- English Learning Experiences in Adulthood --- p.181 / Chapter 5.2.3.6 --- Course Instructors --- p.181 / Chapter 5.2.3.7 --- Classmates --- p.182 / Chapter 5.2.4 --- Impact of English Learning in Adulthood --- p.184 / Chapter 5.2.4.1 --- Increased Self-confidence --- p.184 / Chapter 5.2.4.2 --- Better Self-perception --- p.187 / Chapter 5.2.4.3 --- Psychological Well-being --- p.189 / Chapter 5.3 --- Pam's Story --- p.190 / Chapter 5.3.1 --- English Learning and Use in Childhood --- p.191 / Chapter 5.3.1.1 --- Influence of Family and Community --- p.191 / Chapter 5.3.1.1.1 --- Influence of Parents and Siblings --- p.191 / Chapter 5.3.1.1.2 --- The Influence of Community --- p.196 / Chapter 5.3.1.2 --- Formal Schooling (Kindergarten to Secondary One) --- p.197 / Chapter 5.3.1.2.1 --- Learning Experiences in Formal Schools --- p.197 / Chapter 5.3.1.2.2 --- English Teachers --- p.198 / Chapter 5.3.1.2.3 --- Attitudes Towards Education and English Language Learning --- p.201 / Chapter 5.3.2 --- English Language Learning and Use at the Workplace --- p.203 / Chapter 5.3.2.1 --- Use of English at the Workplace --- p.203 / Chapter 5.3.2.2 --- Attitudes Towards English and English Learning at the Workplace --- p.203 / Chapter 5.3.3 --- Returning to the English Classroom as an Adult --- p.204 / Chapter 5.3.3.1 --- Motivation --- p.204 / Chapter 5.3.3.2 --- Attitude Towards English and English Learning --- p.209 / Chapter 5.3.3.3 --- Investment in Learning English --- p.212 / Chapter 5.3.3.4 --- Influence of Family and Community --- p.215 / Chapter 5.3.3.5 --- English Learning Experiences in Adulthood --- p.217 / Chapter 5.3.3.6 --- Course Instructors --- p.217 / Chapter 5.3.3.7 --- Classmates --- p.220 / Chapter 5.3.4 --- Impact of English Learning in Adulthood --- p.224 / Chapter 5.3.4.1 --- Better Job Opportunities --- p.224 / Chapter 5.3.4.2 --- Increased Self-confidence --- p.224 / Chapter 5.3.4.3 --- Better Self-perception --- p.226 / Chapter 5.4 --- Summary --- p.227 / Chapter CHAPTER 6 --- CONCLUSIONS AND IMPLICATIONS --- p.231 / Chapter 6.1 --- Introduction --- p.231 / Chapter 6.2 --- Guiding Question One --- p.231 / Chapter 6.2.1 --- Difficulties faced at home --- p.231 / Chapter 6.2.2 --- Difficulties faced in school --- p.234 / Chapter 6.2.3 --- Difficulties faced in community --- p.239 / Chapter 6.2.4 --- Impact on adult language learning experiences --- p.240 / Chapter 6.3 --- Guiding Question Two --- p.243 / Chapter 6.3.1 --- Motivation to return to the English classroom in adulthood --- p.244 / Chapter 6.3.2 --- Investment in English learning --- p.245 / Chapter 6.4 --- Guiding Question Three --- p.251 / Chapter 6.4.1 --- Better Job Opportunities --- p.252 / Chapter 6.4.2 --- Increase in Self-confidence and Confidence in Using English --- p.253 / Chapter 6.4.3 --- Better Self-perception --- p.255 / Chapter 6.4.4 --- Psychological Well-being --- p.258 / Chapter 6.5 --- Implications --- p.261 / Chapter 6.5.1 --- For Adult EFL Learners --- p.261 / Chapter 6.5.2 --- For Instructors of Adult EFL Learners --- p.264 / Chapter 6.5.2.1 --- The Potential Personal Qualities of a Good Instructor for Adult EFL Learners --- p.265 / Chapter 6.5.2.2 --- Adult EFL Learners' Needs and Appropriate Teaching --- p.268 / Chapter 6.5.3 --- For Formal School English Teachers --- p.274 / Chapter 6.6 --- Limitations of the Present Study --- p.275 / Chapter 6.7 --- Suggestions for Future Study --- p.276 / REFERENCES --- p.278 / Appendix A Questionnaire - Before Taking Any Adult English Language Course (English Version) --- p.286 / Appendix B Questionnaire 一 Before Taking Any Adult English Language Course (Chinese Version) --- p.290 / Appendix C Questionnaire - At The Present Stage (English Version) --- p.293 / Appendix D Questionnaire - At The Present Stage (Chinese Version) --- p.302 / Appendix E Interview Protocols - Childhood and Formal Schooling --- p.309 / Appendix F Interview Protocols - In Working Life and Adulthood --- p.316 / Appendix G Consent Form (English Version) --- p.323 / Appendix H Consent Form (Chinese Version) --- p.325

本研究試圖從青少年的視角，透過詮釋現象學方法論觀點來認識三位青少年夜晚家外的活動經驗、活動歷程的轉變、對活動經驗所賦予的意義，以及在夜晚家外活動中，所覺察到的自身角色定位與自我的意義。藉由深度訪談的方式蒐集分析文本，資料分析方法上則使用主題分析法呈現三位青少年夜晚家外活動與自我形塑的歷程。 三位青少年夜晚家外自我形塑的歷程故事，呈現了「青少年」不是只有單一的樣貌。隨著每一位青少年不同的個人特質與喜好，再加上生活情境脈絡的差異，在與不同的人事物互動當中，形塑了每一個人不同的經歷與角色形象，展現了不同的「自我」。「自我」的意義存在於每一個人的行動當中，是個人與環境互動過程而產生的，因此青少年夜晚的家外行動，一部份展現其生活環境的區域特性，另一方面，也展現了個人的主體性，在看似相同的活動當中，卻有一些不同的行動，以及行動背後所隱藏著不同的意義脈絡。所以如同我和三位青少年，四個人，就有四種夜晚的故事，而一千零一個青少年，就會有一千零一夜的故事。 最後根據本研究之結果，研究者於文末針對家庭、學校、青少年相關政策、青少年外展工作提出了相關建議與省思。 / Using hermeneutic phenomenology, this study examined evening activities of three adolescents in the community. I conducted in-depth interviews, asking the participants to describe their evening activities, the meaning of these activities, and the role of self in these activities. I analyzed the transcripts using thematic analysis and presented their course of self-development involving in these varying evening activities in the community. The evening stories of these three participants showed that three were no stereotypical images of youth. Every youths had their own personal traits and preferences. And, their individual life situations and people interaction shaped who they have become and how they see themselves. Therefore, the meaning of self exists in every human action with other individuals and in the environment. So, the types of evening activities youths participated in showed the characteristics of the environment they lived in and showed their individual unique characteristics. Even though there were some activities seemingly identical, there were hidden meanings behind them. These study showed that ever youth has their own unique story. Like me and the participants, we together had four evening stories to tell. So if there were one thousand and one youths, there would be one thousand and one stories to tell. At the end, suggestions and implications were discussed about family, school, and youth-related policies and youth outreach work.

The aim of this study was to illustrate how a female murder victim is portrayed in local and evening press journalism. This was investigated through a critical discourse analysis that compares Kristianstadsbladet's and Aftonbladet's news reporting in connection with the murder of Emilia Lundberg in November 2019. With a total of 23 articles from Kristianstadsbladet and Aftonbladet we analysed the articles by first studying the texts and their properties. This was done by analysing the discourses that appear in the selection of articles and the word choices that describe Emilia Lundberg as a person and victim. Then we analysed the journalistic conventions, such as dramatisation and sensationalisation which appear in the reporting.  We came to the conclusion that Aftonbladet was more descriptive and focused on portraying Emilia as a person than Kristianstadsbladet was. Emilia was described in Aftonbladet as an innocent, young woman who was murdered by an evil and emotionless murderer, which were elements that could connect her to being classified as an ideal victim in the reporting. However, there were also several important elements in the reporting that spoke against her being an ideal victim, which we believed weighed heavier. This led us to draw the final conclusion that Emilia could not be considered to be an ideal victim in Aftonbladet and Kristianstadsbladet's reporting. We also drew the conclusion that the local and evening press does not deviate from dramatising and sensationalising events of the crime during the reporting process, but that it occurs to a greater extent in the evening press.

The purpose of this study was to describe and explore three phenomenon of the L.D.S. Family Home Evening Program: (1) the nature of religious commitment in an L.D.S. sample, (2) the degree of participation, (3) the relation of certain religious and secular variables.The data for the study were made available to the researcher by A. L. Mauss, as part of a larger study designed to measure the impact of Urbanism upon Mormonism. The instrument, modeled after the Glock and Stark studies, was adapted to a random sample of 958 members of the L.D.S. Church in Utah.The nature of religious commitment was found to be multi-dimensional. Normative participation in the program was low when compared with similar Church programs. None of the variables showed a high correlation with participation.It was concluded that the Church has not yet succeeded in designing the Program to meet the needs of most Church members, and that some weightier factors must account for participation and/or non-participation in the Program than those tested.

Heber J. Grant: A Study of Gospel-Oriented Family RelationshipsRobert Richard Pommerening IIIDepartment of Religious Education, BYUMaster of ArtsUnder the direction of President Gordon B. Hinckley, the fifteenth president of TheChurch of Jesus Christ of Latter-day Saints, the Church released the document, The Family: AProclamation to the World. The Proclamation outlines core values of family life, which ifconsistently practiced can lead to successful family relationships. Through a study of hispersonal journals, letters, and recorded anecdotes from his life, these values can be identified inHeber J. Grants life. As one studies the Proclamation alongside President Grant (particularly theinteractions he had with his mother, wives and children), a portrayal of the man came into focusthat has not been previously scrutinized through scholarly work, Heber J. Grant as a family man.Chapter one begins with the special relationship Heber shared with his mother Rachel. Itoutlines some of the trials and successes they faced together. As Heber grew into manhood,chapter two focuses on his plural marriage relationships during era of the Edmunds-Tucker act. Itexplains some of the challenges the Grant family faced as they lived in a plural marriage during atime when plural marriages were deemed illegal. Chapter three highlights Heber as a care takerfor his aging mother, wives Lucy Stringham, Emily Wells, and numerous sick children. Thepractices of President Grant in the home, including holding Family Home Evening are exploredin chapter four. Chapter five emphasizes President Grants example of personal righteousnesswithin his familial relationships. The leisurely activities of the Grant family are emphasized inchapter six as Heber shared family vacations, cultural events, golf games, and even honeymoonswith his immediate and extended family. Chapter seven details the generosity of President Grantand his desire to share of his material wealth with family members, friends, and strangers. Theteachings of President Grant on the doctrine of the family as taught to the Church of Jesus Christof Latter-day Saints are presented in chapter eight. The final chapter concludes with the agingPresident nearing death and how his legacy of love and family devotion continued through hisliving relatives. This thesis provides research into how President Grant implemented principles of theFamily Proclamation in his own home. This research can serve as a model for members of TheChurch of Jesus Christ of Latter-day Saints desiring to strengthen their relationships and unitywithin the family.

I denna uppsats analyseras tio stycken artiklar från kvällstidningarna Aftonbladet och Expressen, med syftet att undersöka hur svenska kvällstidningar reproducerar eller utmanar stereotyper i sin rapportering om det svenska damlandslaget under fotbolls-VM i Australien och Nya Zeeland 2023, utifrån genus- och inramningsteorin. Vi använder en kritisk diskursanalys med utgångspunkt i Norman Faircloughs tredimensionella modell. Genom att analysera textuella, diskursiva och sociala praktiker i rapporteringen avslöjar vi de underliggande maktstrukturerna som formar hur det svenska damlandslaget framställs och uppfattas i medierna under fotbolls-VM 2023. Analysen av artiklar från Aftonbladet och Expressen avslöjar tydligt att kvällstidningarna i hög grad reproducerar och förstärker stereotyper samt bevarar könsmaktsordningen. Även om artiklarna var skrivna av kvinnor, kunde vi observera tendenser till stereotypisk rapportering. Kvällstidningarnas logik bidrar till att dessa tendenser består. De återkommande stereotyperna och den underliggande genusslentrianen inom media pekar mot nödvändigheten av kulturella och sociala förändringar. Det krävs en djupare förändring för att bryta de rotade strukturerna och normer som fortsätter att forma representationen av kvinnliga idrottare i medierna. / In this thesis, ten articles from the evening newspapers Aftonbladet and Expressen are analyzed with the aim of examining how Swedish evening newspapers reproduce or challenge stereotypes in their reporting on the Swedish women's national football team during the 2023 FIFA Women's World Cup in Australia and New Zealand, based on gender and framing theory. We employ a critical discourse analysis rooted in Norman Fairclough's three-dimensional model. By analyzing textual, discursive, and social practices in the reporting, we uncover the underlying power structures that shape how the Swedish women's national team is portrayed and perceived in the media during the 2023 Women's World Cup. The analysis of articles from Aftonbladet and Expressen reveals clearly that the evening newspapers largely reproduce and reinforce stereotypes, preserving the gender power hierarchy. Even though the articles were written by women, tendencies toward stereotypical reporting were observed. The logic of the evening newspapers contributes to the persistence of these tendencies. The recurring stereotypes and the underlying gender bias in the media point to the necessity of cultural and social changes. A deeper transformation is required to break the entrenched structures and norms that continue to shape the representation of female athletes in the media.