Made available in DSpace on 2016-08-29T14:11:23Z (GMT). No. of bitstreams: 1 tese_4660_Felipe de Oliveira Fiuza.pdf: 369187 bytes, checksum: 96583c5175d693658068592c041f7efe (MD5) Previous issue date: 2011-03-28 / Tendo em vista a importante contribuição dos estudos culturais e literários para o aprofundamento do debate sobre as narrativas policiais norte-americanas, este estudo pretende levantar singularidades, rupturas e questões de masculinidade(s) associadas à literatura hardboiled, de modo a fundamentar uma investigação de sua reverberação na obra de Rubem Fonseca. Para tal fim, parte-se, principalmente, dos estudos de masculinidade hegemônica empreendidos por R.W. Connell e seus comentadores, e da análise de três dos maiores expoentes fundadores do gênero, Dashiell Hammett, Raymond Chandler e Jim Thompson. Considerando essa fundação da literatura policial norte-americana, serão então analisadas quatro obras protagonizadas pelo personagem Mandrake, ―O Caso F.A‖, ―Dia dos Namorados‖, ―Mandrake‖ e o romance A Grande Arte. Pretende-se, assim, observar como o autor se vale dessa tradição da literatura policial, e de suas implicações com questões de masculinidade(s), para criar uma obra de tamanha potência crítica, estilística e política. / Taking into consideration the important contribution of literary and cultural studies to the deepening of debate about North-American detective narratives, this study intends to assemble singularities, disconnections and contemporary masculinity issues associated with hard-boiled literature, aiming to substantiate an investigation of its influence in Rubem Fonseca‘s work. In order to do so, we take as a starting point the studies of hegemonic masculinities, by R.W. Connell and her commentators, and the analysis of three of the genre‘s founding fathers, Dashiell Hammett, Raymond Chandler and Jim Thompson. Considering the foundation of North-American detective novel, four works which has Mandrake as its main character will be analyzed : ―O Caso F.A‖, ―Dia dos Namorados‖, ―Mandrake‖ and the novel A Grande Arte. Seeking to observe how the author utilizes the hard-boiled tradition and its implications in masculinities issues in order to create a work of enormous critical, stylistic and political potency.

This study sought to explore the leadership styles and theories employed throughout the existence of the National Association for Stock Car Auto Racing (NASCAR). The research examines the decision process and subsequent outcomes, exploring how they ultimately affected the business and trajectory of the sport. NASCAR is the product of unique and specific characteristics of racing enthusiasts who turned their passion into an international empire. This illustrates how leadership styles, specifically dictatorial leadership, successfully managed decisions of the business. Through the use of qualitative research to review historical accounts of events, this study strives to explain how leadership guided the business from small beginnings to a worldwide phenomenon. Data collected included document review, observations, and an interview. Synthesis of the data showed that each of the four primary leaders (Bill France Sr., Bill France Jr., Brain France, and Jim France) used the autocratic/dictatorial leadership style as they directed the sport. Historical evidence shows that this style of leadership was required to build the sport and move it to its current recognized level. Recommendation for further study encourage future scholars to revisit the long-term impact of Brian France’s leadership once more time has passed since his negatively charged removal from the leadership position. Researchers would need to also examine the leadership of Jim France because at the time of this study he has been in his leadership position for less than two years.

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<p>This thesis examines how American icons, such as Jim Morrison, become the focus of "secular" religious followings. Morrison died in Paris, France, in 1971. His grave site, in Paris, attracts thousands of visitors each year. As the lead singer of 1960s era band, The Doors, Morrison achieved extraordinary fame. Tiring of his rock star status, Morrison moved to Paris in 1971, where he died under mysterious circumstances at age 27.</p> <p>After his death, Morrison remained a focus of popular biographies and films; many attributed mythic qualities to the dead singer. The continued interest in the celebrity of Morrison, following his death, generated much popularity among a new generation of fans.</p> <p>The motivation for visiting the Morrison grave, in Paris, is not only the music of Morrison or the Doors. Rather, fans gather in Paris each year to remember Morrison as cultural hero and the values he represents: freedom and rebellion against authority.</p> <p>An ethnography in Paris completed during the anniversary of his death, July 3, supplements an analysis of the subculture surrounding Morrison. A wider conclusion concerning the purpose of dead celebrity followings, in contemporary society, is a final focus.</p> / Master of Arts (MA)

Does ethnicity of the student prevent equal levels of learning at an equal pace? Are schools required to teach all children effectively, no matter what their socio-economic status, gender, or ethnicity? Educators and researchers have longed for the answers to these questions. For years, educators have been looking for ways to teach children in schools that are racially identifiable and have the highest percentages of children on free and reduced lunch. School districts that have choice as a way of assigning students are increasing the number of racially identifiable schools. In Charlotte-Mecklenburg Schools, a choice plan was implemented in June 2001. That plan created more schools of poverty within the district. The district also offered additional resources, teacher incentives, and financial assistance as a way to leverage the student make-up of the school district and the individual schools at all levels. / Ed. D.

This thesis addresses how Japanese and Japanese Americans may have lived and been perceived in Virginia from 1900s through the 1950s. This work focuses on their positions in society with comparisons to the nation, particularly during the “Jim Crow” era of “colored” and “white,” and after the bombing of Pearl Harbor in 1941. It highlights various means of understanding their positions in Virginia society, with emphasis on Japanese visitors, marriages of Japanese in Virginia, and the inclusion of Japanese in higher education at Roanoke College, Randolph-Macon College, William and Mary, University of Virginia, University of Richmond, Hampden-Sydney College, and Union Theological Seminary. It also takes into account the Japanese experience in Virginia during Japanese internment, while focusing on the Homestead, Virginia, as well as the experiences of Japanese students and soldiers, which ultimately showed Virginia was distinct in its mild treatment towards the Japanese as compared to the West Coast.

Containing portraiture and biography as well as protest text and affirmative text, African- American Illustrated biographical dictionaries made from 1876 to 1917 present Social Gospel ideology and are examples of Afro-Protestantism. They are similar to the first American illustrated biographical dictionaries of the 1810s in that they formed social identity after national conflict while contesting concepts of social inferiority. The production of these books occurred during the early years of Jim Crow, a period of momentous change to the legal and social fabric of the United States, and because of momentous changes in modern American print industries. While portraits within the books simultaneously form, blur, and stabilize identity, biographies convey themes of perseverance, social equity, and social struggle. More specifically, text formed an imagined community in the African-American middle class imaginary. It worked together with image to help create a proto-Civil Rights social movement identity during the beginning of racial apartheid.

Student Number : 7639580 - MA research report - Faculty of Humanities / This research report explores the motif of the water journey as a metaphor for philosophical enquiry in Melville and Conrad by comparing Moby-Dick with Heart of Darkness, and Billy Budd, Sailor with Lord Jim. It takes as its starting-point M.H. Abrams’s essay, “Spiritual Travelers in Western Literature”, and adapts the typology which he introduces by identifying four different kinds of fictional journey, namely, the physical, the experiential, the narrative and the hermeneutic. By concentrating on a broadly-based semiotic approach to interpretation (while also allowing for other critical possibilities), it examines Melville and Conrad’s treatment of certain pivotal issues in metaphysics, epistemology and ethics. It compares the narrative strategies of the two authors and, by offering close readings of the four texts under discussion, it highlights the similarities and differences in the authors’ responses to a universe of teasing complexity, as well as exploring the reader’s engagement with such texts.

Au sortir de quatre années d’une guerre fratricide, les États-Unis s’engageaient sur la voie de la Reconstruction, période qui généra des questions autour de la liberté. Deux catégories étaient au cœur d’une actualité faite de rebondissements multiples : les Noirs et les femmes. Les uns parce que leurs soutiens abolitionnistes souhaitaient obtenir une citoyenneté immédiate (“This is the Negro’s hour”) ; les autres parce qu’elles étaient les alliées de longue date des mêmes abolitionnistes et réclamaient dorénavant le suffrage. Ce fut le début d’alliances, de mésalliances entre les hommes noirs, les suffragists, les femmes noires et leurs soutiens et adversaires respectifs, pris qu’ils étaient dans les péripéties de luttes et de causes qui, bien que complémentaires et concomitantes, demeurèrent souvent différentes voire divergentes sur le plan des principes et des stratégies de lutte, ce qui mena parfois à une hostilité réciproque. Tous entrèrent ainsi dans un jeu continu entre universalisme et particularisme (s) jusqu’à l’avènement du vote féminin (Sud mis à part) en 1920 puis du Voting Right Act (1865). Que la réussite des un(e)s dépendît ou non de la victoire des autres, les défaites successives des un(e)s et des autres montraient quant à elles les réticences d’une société traversée par les convulsions occasionnées par ses contradictions d’origine : depuis qu’elle avait proclamé tous les hommes (hormis les Noirs, les Amérindiens et les femmes) égaux. L’inclusion électorale des Noirs et des femmes fut effective au terme de plus d’un siècle de luttes, d’alliances et de mésalliances qui se succédèrent au milieu de cycles successifs d’adhésions ou d’oppositions souvent tumultueuses d’un bout à l’autre de l’échiquier politique. / In the wake of a tragic civil war, the United States entered a period of Reconstruction that aroused many questions about the notion of liberty. Two groups were propelled into the center of the country’s public debate: Blacks and women. While the former became a central issue because their abolitionist allies wanted them to garner immediate citizenship (“This is the Negro’s hour”), the latter were trying to catch public attention because they had been longtime allies to the same abolitionists and were now claiming their own enfranchisement. That was the inception of a long period made of alliances interspersed with moments of blatant disagreement and even separation between black male militants, suffragists, black female franchise advocators, and their respective supporters or opponents. They were all caught in the twists and turns of struggles and causes that complemented one another. Though their motives were concomitant and compatible, they remained fundamentally distinct, even divergent in terms of principles and strategies, which sometimes sparked mutual hostility. They all entered a cycle of actions oscillating between a universal and a particular claim of the franchise. This situation prevailed until the advent of universal female suffrage in 1920 (except for black women in the South). Whether or not the success or failure of black males depended on the defeat of women, the successive defeats of both groups pointed out the reluctance of a society undergoing the convulsions sparked by its original contradictions stemming from the very period when it declared all men equal; all except Indians, Blacks, and women. The final enfranchisement of both women and Blacks took more than a century of alliances and dissociations in the midst of a tumult of successive support or opposition across the country’s political spectrum.

The goals for public schools are to educate all students so that they may attend colleges and/or develop relevant job and citizenship skills. African American students enrolled in American public schools struggle to keep up academically, revealing a so called “achievement gap.” Consequently, many African American children are unable to realize their potential and participate as successful contributing citizens. This study examined how African American parents might engage in their children’s schooling and how schools might support this participation to better meet the needs of these students. The segregation and racism historically practiced in public schools has led to negative perceptions between educators and African American families and communities. The gap in traditional measures of academic achievement between Black and White children has been debated and analyzed by scholars, legislators, and practitioners for decades. School based issues associated with this trend are lower teacher expectations for students of color, lack of curriculum rigor, effective teacher development and training, inadequate resources, tracking of African American students into less demanding programs, a lack of appreciation for Black cultures and inappropriate/misguided school administration. This study examines African American parents’ perceptions of public education and how it impacts Black student success and offers a synopsis of significant events that may have shaped some of these perceptions. Findings include evidence that African American parents perceive that schools do not reach out to them to foster a partnership or encourage participation, but most often engage them when behavior or academic issues arise with their children. Additional areas for investigation surface by the findings include evidence that the disconnect perhaps does not come from a lack of engagement, but from a lack of active participation and partnership. Parents are left feeling as if they have no influence on school culture. Recommendations for improving school and family interactions that may improve African American student outcomes include teacher led parent-school partnerships, communication outside the classroom and school setting, and consideration for cultural differences.