The gaming industry is a multimillion-dollar industry that is male dominated. The games contain mostly male protagonists and the few female protagonists that makes it to the shelves are met with criticism from the players. I have taken an interest in how the protagonists are portrayed by reviewers. For example, when it comes to age and use of name, if there is any difference between genders and if there is any kind of discrimination like sexualizing in the text. In this study, I use critical discourse analysis to study game review articles of six different games, three with female protagonists and three with male protagonists. The reviews are from two different gaming magazines. The results are that the protagonists are rarely represented as the stereotypical hero to the readers and there is not a big difference between genders. An observation is that the male protagonists are described and depicted as ideal men that are supposed to be aggressive, violent and dominant. The female protagonists are described with similar traits as the male protagonists. The conclusion is that the female protagonists are fitted into the stereotypical main character role. This role is built up by hard traits where softer traits like passive, pacifistic and submissive, which are more considered stereotypically female, is absent from main protagonists.

Uppsatsen har gjort i syfte att undersöka porträtteringen av kvinnliga antagonister samt protagonister i två Disneyfilmer för att se om porträtteringen skiljer sig filmerna emellan. De filmer som varit aktuella för undersökningen har varit Snövit och de sju dvärgarna (1937) samt Trassel (2010). Materialet har analyserats utifrån representationsteori med nedstamp i stereotyper, genus samt mise-en-scéne inom animation. De valda metoder för analysen är en narrativ samt semiotisk analys där karaktärernas handlingar samt utseende tolkats för att sedan jämföras. Antagonisterna och protagonisterna från båda filmerna porträtteras likadant och har liknande narrativa funktioner, där antagonisten är kontrasterande och binär gentemot protagonisten som ses som filmens normala. / The purpose of this essay has been to analyze the female antagonists and protagonists in two films from Disney to see if the portrayal of these characters differentiate. The films fitting for the analysis are Snow White and the Seven Dwarfs (1937) and Tangled (2010). The material has been analyzed through a perspective of representation theory as well as stereotypes, gender and mise-en-scéne in animation. The methods chosen for this essay are a narrative analysis and a semiotic analysis where the characters’ actions and appearance  are being interpreted and compared. The antagonists and protagonists from both films are portrayed in a similar way and have narrative functions that are similar, where the antagonists are contrasting and binary opposite the protagonists who are viewed as the normal.

Esta dissertação pretende trazer para a discussão teórica o romance A Virgem da Polônia, de José Joaquim Rodrigues de Bastos. O livro é aqui tratado e analisado por meio da leitura de sua protagonista, Maria, em paralelo com a conhecida personagem Aurélia, do romance brasileiro Senhora, de José Martiniano de Alencar. O ponto comum entre elas reside em suas posições de comando e poder. Tal posição, cada uma à sua maneira, localiza espacialmente os romances e coloca-os em posição similar enquanto papéis-chave na consolidação do romance no século XIX no Brasil e em Portugal. Para analisar as personagens lado a lado, primeiro foram apontadas suas características principais para, em seguida, verificar as diferenças entre elas e identificar uma possível chave de leitura de cada romance. Por ser o livro português hoje desconhecido do público e da crítica, hipóteses acerca de seu desaparecimento foram levantadas e concluiu-se que ele se deu por diferentes motivos, dos quais se destaca o caráter extremamente religioso e santificado tanto da personagem quanto do livro. Por outro lado, a humanidade de Aurélia, mostrouse como importante indício de sua sobrevivência até hoje. Esta pesquisa pretende, por meio de seus apontamentos e observações sobre A Virgem da Polônia, ainda, trazer à luz um autor hoje esquecido, porém bastante importante para a literatura portuguesa do século XIX. / The aim of this dissertation is to bring to theoretical discussion the novel A Virgem da Polônia, by José Joaquim Rodrigues de Bastos. The book is here taken from the analysis of its protagonist Maria, next to the famous character Aurélia, from the Brazilian novel Senhora, by José Martiniano de Alencar. The common point between the protagonists is set on the position of power and command they occupy. This position, each of them particularly, locates the novels geographically and as national samples of the genre, putting them in similar positions as important part of creating the national literary genre on the 19th Century in Brazil and Portugal. To analyze the characters, first of all, there were pointed their main characteristics and then, there were set the differences between them. As the Portuguese novel is today totally ignored by the critics and by the public, some hypothesis on its vanishment were pointed and it was concluded that it happened because of different causes, in which we point: the extremely religious characteristic of the main character and the novel itself. On the contrary, the humanity of the Brazilian character seems to be the key to the surviving of Aurélia. This research intends also, taking into account the observations on A Virgem da Polônia, bring to the light an author today forgotten, however quietly important to the Portuguese literature on the 19th Century.

Esta dissertação pretende trazer para a discussão teórica o romance A Virgem da Polônia, de José Joaquim Rodrigues de Bastos. O livro é aqui tratado e analisado por meio da leitura de sua protagonista, Maria, em paralelo com a conhecida personagem Aurélia, do romance brasileiro Senhora, de José Martiniano de Alencar. O ponto comum entre elas reside em suas posições de comando e poder. Tal posição, cada uma à sua maneira, localiza espacialmente os romances e coloca-os em posição similar enquanto papéis-chave na consolidação do romance no século XIX no Brasil e em Portugal. Para analisar as personagens lado a lado, primeiro foram apontadas suas características principais para, em seguida, verificar as diferenças entre elas e identificar uma possível chave de leitura de cada romance. Por ser o livro português hoje desconhecido do público e da crítica, hipóteses acerca de seu desaparecimento foram levantadas e concluiu-se que ele se deu por diferentes motivos, dos quais se destaca o caráter extremamente religioso e santificado tanto da personagem quanto do livro. Por outro lado, a humanidade de Aurélia, mostrouse como importante indício de sua sobrevivência até hoje. Esta pesquisa pretende, por meio de seus apontamentos e observações sobre A Virgem da Polônia, ainda, trazer à luz um autor hoje esquecido, porém bastante importante para a literatura portuguesa do século XIX. / The aim of this dissertation is to bring to theoretical discussion the novel A Virgem da Polônia, by José Joaquim Rodrigues de Bastos. The book is here taken from the analysis of its protagonist Maria, next to the famous character Aurélia, from the Brazilian novel Senhora, by José Martiniano de Alencar. The common point between the protagonists is set on the position of power and command they occupy. This position, each of them particularly, locates the novels geographically and as national samples of the genre, putting them in similar positions as important part of creating the national literary genre on the 19th Century in Brazil and Portugal. To analyze the characters, first of all, there were pointed their main characteristics and then, there were set the differences between them. As the Portuguese novel is today totally ignored by the critics and by the public, some hypothesis on its vanishment were pointed and it was concluded that it happened because of different causes, in which we point: the extremely religious characteristic of the main character and the novel itself. On the contrary, the humanity of the Brazilian character seems to be the key to the surviving of Aurélia. This research intends also, taking into account the observations on A Virgem da Polônia, bring to the light an author today forgotten, however quietly important to the Portuguese literature on the 19th Century.

Spinning the Plan Sideways is the story of Clara Gantz, a thirty-eight year old architect who spent her twenties getting her plans—and sections and elevations—just right. She built buildings in lieu of a family and has considered these buildings her children, but lately she’s been finding a void in wood, marble, and steel. Encouraged, with methods bordering on coercion, by Greta, her “sister” from the Gantz Home for Girls, Clara agrees to mentor Julien, a troubled twelve-year-old. Years ago, when Julien was five, his mother split their house apart, lifting it to make three-stories from one, and moved into the top level with her new husband and daughter, leaving Julien and his father, Michel on the levels below. The separation drove Michel to attempt suicide on Julien’s ninth birthday leaving him with violent aversions to homes over one-story tall. As Clara works with Julien, she discovers her life had been focused on developing the wrong types of plans and she invests in creating new plans for herself, Julien, and Michel. The story unfolds through the parallel viewpoints of Clara and Michel, with Julien’s Grim Fairytale tucked in the middle.

No description available.

This paper will argue that there are similarities between “The Raven”, “The Fall of the House of Usher”, “Ligeia” and “Berenice” in their treatment of the common motifs of isolation and melancholy, and, furthermore, that their protagonists are similar due to their relation to these two motifs. The paper will also argue that the usage of the motif of isolation is a strategic way for the author to emphasise the Gothic horror. In order to support my argument, I will, firstly, provide an outline of how melancholy, isolation and the Gothic were understood in the nineteenth century. Secondly, I will demonstrate ways in which the works are similar. By comparing the characters’ personalities and behaviour to each other, I will illustrate how melancholy and isolation are represented in similar ways in the works of this study. Thirdly, I will show how the motif of isolation reinforces the Gothic.

The object of the present research is the features of the Bildungsroman genre “Great Expectations” by Charles Dickens, “Of Human Bondage” by William Somerset Maugham and “The Cider House Rules” by John Irving. The aim of the Bachelor Thesis is to explore structural and poetic elements (canons) of the Bildungsroman in the aforementioned novels. To achieve the aim the following objectives have been set: 1) to overview the history of the Bildungsroman and to present theoretical poetic elements of such a genre; 2) to identify the key features of the Bildungsroman in the aforementioned novels; 3) to carry out the comparative analysis of the novels in the aspect of the Bildungsroman. The methodology of the Bachelor Thesis includes Jerome Buckley’s conception of the Bildungsroman, which was employed to trace the features of the Bildungsroman in chosen novels. Also, Gintaras Lazdynas’s structural and poetic elements (canons) of the Bildungsroman, presented in his book, were referred to in the present research were used. The comparative literature as a method (the definition of Tötösy de Zepetnek) enabled to analyze novels in the comparative aspect. Novels portray typical protagonists of the Bildungsroman genre whose quest towards self-identity is long, gradual and full of challenges. However, such journey towards spiritual maturity is crucial, as it provides heroes with a life education and new experiences. Therefore, at the end of their journey, after completion... [to full text] / Darbo objektas – bildungsromano žanrinės ypatybės Charleso Dikenso romane „Didieji lūkesčiai“, Williamo Somerseto Maughamo romane „ Aistrų našta“, bei Johno Irvingo romane ‚ „Sidro namų taisyklės“. Bakalauro darbo tikslas – atskleisti, kaip pasirinktuose romanuose atsispindi tradiciniai bildungsromano žanro struktūriniai ir poetiniai elementai (kanonai). Tikslui pasiekti buvo iškelti šie uždaviniai: 1) apžvelgti bildungsromano istoriją, bei pristatyti šio žanro kanonus (poetinius ir struktūrinius elementus); 2) atpažinti pagrindines bildungsromano žanro ypatybes pasirinktuose kūriniuose; 3) analizuoti romanus lyginamuoju bildungsromano aspektu. Bakalauro darbo metodologija apima Jerome’o Buckley’o bildungsromano koncepciją, norint identifikuoti šio žanrinio tipo romano ypatybes pasirinktuose kūriniuose. Taip pat darbe buvo naudojami Gintaro Lazdyno išskirti bildungsromano struktūriniai ir poetiniai elementai (kanonai). Komparatyvistinė literatūra kaip metodas (Tötösy de Zepetneko apibrėžimas) leido analizuoti tris grožinės literatūros romanus lyginamuoju aspektu. Romanai vaizduoja klasikinius bildungsromano protagonistus, kurių kelias link harmonijos bei savęs suradimo yra ilgas, laipsniškas bei pilnas išbadymų. Toks kelias, vedantis link dvasinės brandos, yra labai svarbus, nes būtent šios kelionės metu herojai pereina gyvenimo mokyklą bei įgyja naujos patirties. Būtent dėl šios priežasties savo kelionės pabaigoje, įveikę įvairias dvasinio vystymosi... [toliau žr. visą tekstą]

<p>This paper will argue that there are similarities between “The Raven”, “The Fall of the House of Usher”, “Ligeia” and “Berenice” in their treatment of the common motifs of isolation and melancholy, and, furthermore, that their protagonists are similar due to their relation to these two motifs. The paper will also argue that the usage of the motif of isolation is a strategic way for the author to emphasise the Gothic horror. In order to support my argument, I will, firstly, provide an outline of how melancholy, isolation and the Gothic were understood in the nineteenth century. Secondly, I will demonstrate ways in which the works are similar. By comparing the characters’ personalities and behaviour to each other, I will illustrate how melancholy and isolation are represented in similar ways in the works of this study. Thirdly, I will show how the motif of isolation reinforces the Gothic.</p>

Submitted by Aelson Maciera (aelsoncm@terra.com.br) on 2017-08-01T18:07:10Z No. of bitstreams: 1 DissAMDP.pdf: 1701464 bytes, checksum: 93c188af0d58fe428da38dbf2e7133f5 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-08-07T19:49:37Z (GMT) No. of bitstreams: 1 DissAMDP.pdf: 1701464 bytes, checksum: 93c188af0d58fe428da38dbf2e7133f5 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-08-07T19:49:45Z (GMT) No. of bitstreams: 1 DissAMDP.pdf: 1701464 bytes, checksum: 93c188af0d58fe428da38dbf2e7133f5 (MD5) / Made available in DSpace on 2017-08-07T19:56:38Z (GMT). No. of bitstreams: 1 DissAMDP.pdf: 1701464 bytes, checksum: 93c188af0d58fe428da38dbf2e7133f5 (MD5) Previous issue date: 2017-06-29 / Não recebi financiamento / This research’ objective is to understand the concept of protagonist teacher in the Programa Ensino Integral (PEI) in the State of São Paulo and verifying what formative processes were offered to these teachers in order to constitute them as protagonists. The research intends to answer the following question: How is constitued a protagonist teacher in the Programa Ensino Integral, in order to initiate the implementation of a new educational model? The research participants are teachers working at E.E. Cora Coralina (fictitious name), a state school that joined the Programa Ensino Integral in 2014. The research’ corpus of analysis and interpretation was constituted from mixed questionnaires and semi-structured interview done with the educators working on the program. The research is qualitative and interpretive. It’s build by data triangulation, crossing the information collected from the program's teachers, the Guidelines for the Programa de Ensino Integral do Estado de São Paulo, the literature concerning to the implementation of new educational programs and the oficial documents about the improving processes offered to educators. The results show that the protagonista teacher improving processes offered to the teachers of the program until now wasn’t enought for the program’s requirements. According to the research’ participants, there were no teachers’ improvment offered specifically focused on the protagonism of teachers or related to concepts like leadership and educational autonomy. / O objetivo desta pesquisa é compreender o conceito de professor protagonista no Programa Ensino Integral (PEI) do Estado de São Paulo e verificar quais processos formativos foram oferecidos aos educadores do programa para se constituírem como protagonistas. A pesquisa procura responder a seguinte questão: como se constitui o professor protagonista no Programa Ensino Integral para iniciar a implementação de um novo modelo educacional? Os sujeitos da pesquisa são educadores que trabalham na EE Cora Coralina (nome fictício), escola estadual que aderiu ao Programa de Ensino Integral em 2014. O corpus de análise e interpretação da pesquisa foi constituído a partir de questionários mistos e entrevista semiestruturada feitos com os educadores atuantes no programa. A pesquisa é de natureza qualitativa interpretativa, feita por meio de triangulação de dados, cruzando os dados coletados junto aos educadores do programa, às Diretrizes do Programa Ensino Integral do Estado de São Paulo, os documentos oficiais de formação oferecidos aos educadores e a literatura referente à implementação de novos programas educacionais. Os resultados evidenciam que o conceito de professor protagonista e os processos formativos oferecidos aos educadores do programa voltados para o protagonismo do professor, estão aquém das exigências do programa. Até o presente momento, segundo os sujeitos da pesquisa, não foram ofertadas formações voltadas especificamente ao protagonismo dos professores ou que o relacionasse a conceitos como liderança e autonomia educacional.