Until this moment the presence of female friendship, in contrast to male friendship, in Italian literature has been very rare. That is why in this thesis the topic of female friendship in Italian...Show moreUntil this moment the presence of female friendship, in contrast to male friendship, in Italian literature has been very rare. That is why in this thesis the topic of female friendship in Italian literature will be examined, focusing on one novel in particular, “L’amica geniale”, which lends itself perfectly to analyse this phenomenon. In the first chapter of the thesis the authoress Elena Ferrante and her writings will be introduced. This is necessary because her novels have been published very recently. The second chapter is dedicated to the narratological analysis of the novel, which is necessary to get a complete overview. The analysis of “L’amica geniale” will be able to show how female friendship is related to the process of personal identity and how this is expressed in Italian literature. This is why in the third chapter the focus will be on the Bildungsroman, which is characteristic for exposing the personal development of an individual. Comparing the novel to the narrative model of the Bildungsroman will make it possible to examine which aspects and elements of the Bildungsroman are presented in “L’amica geniale”. This will give the opportunity to discuss how female friendship influences the personal development of an individual and to examine how this is exposed in the novel and in Italian literature in general. In the fourth chapter the aspects of female friendship in the novel will be examined. In the conclusion all the statements and arguments will be put into perspective.Show less
Er is nog weinig onderzoek gedaan naar psychopathische trekken bij kleuters, maar voor het creëren van adequate en specifieke interventies is het noodzakelijk inzicht te krijgen in psychopathische...Show moreEr is nog weinig onderzoek gedaan naar psychopathische trekken bij kleuters, maar voor het creëren van adequate en specifieke interventies is het noodzakelijk inzicht te krijgen in psychopathische trekken en gedragsproblematiek. Daarom richt dit onderzoek zich op de samenhang tussen psychopathische trekken en gedragsproblematiek en of geslacht hier invloed op heeft. De onderzoeksgroep bestaat uit 225 kinderen (115 jongens, 110 meisjes) met een gemiddelde leeftijd van 6 jaar (SD= 1.37). De data werd verkregen door een digitale vragenlijst bestaande uit de Strenghts and Difficulties Questionnaire (SDQ) en de Child Problematic Traits Inventory (CPTI). Deze vragenlijsten meten respectievelijk psychosociale problematiek en psychopathische trekken. Er blijkt geen verschil te zijn tussen jongens en meisjes in het vertonen van psychopathische trekken en de totale gedragsproblematiek. Jongens blijken wel meer externaliserende gedragsproblematiek te vertonen dan meisjes, maar voor internaliserende gedragsproblematiek is er geen verschil gevonden tussen jongens en meisjes. Er werd echter wel gevonden dat hoe meer psychopathische trekken een kleuter vertoont, hoe meer gedragsproblematiek er zal worden gemeten. Deze samenhang lijkt voornamelijk door externaliserende problematiek te komen. Er is namelijk wel een positieve samenhang tussen externaliserende gedragsproblematiek en psychopathische trekken, maar geen samenhang tussen internaliserende gedragsproblematiek en psychopathische trekken. Er blijkt geen verschil te zijn tussen jongens en meisjes op de samenhang tussen gedragsproblematiek en psychopathische trekken. Het is van groot belang deze kennis te gebruiken voor het creëren van adequate hulpverlening. Door het ontwikkelen van interventies die gedragsproblematiek remmen kan er wellicht ook een remming op het vertonen van psychopathische trekken plaatsvinden. Omdat psychopathische trekken een goede voorspeller blijken te zijn voor psychopathie op latere leeftijd wordt op deze manier de ontwikkeling van psychopathie wellicht onderdrukt.Show less
This study investigated whether gender and motivation influence the academic achievement of schoolchildren between the ages of 7 and 12. School achievement was measured using the the “Centraal...Show moreThis study investigated whether gender and motivation influence the academic achievement of schoolchildren between the ages of 7 and 12. School achievement was measured using the the “Centraal Instituut voor ToetsOntwikkeling” (CITO) test for technical reading, spelling and math. Motivation was measured using the “Prestatie Motivatie Test voor Kinderen” (PMT-K). It is a general assumption that girls perform better than boys when it comes to language skills. Boys on the other hand do better in math. This study focused on these differences with an independent t-test. It was also examined with a multiple regression if motivation influenced these differences in school achievement. It was expected that motivation and gender influenced academic achievement. Boys should be better in math and girls in spelling and comprehensive reading. Boys and girls should be evenly motivated. The results showed that boys scored significantly higher on math skills than girls. Surprisingly, no significant differences were found for reading and spelling. Furthermore, no significant differences were found for achievement motivation. However, girls scored higher on the subscales negative social anxiety and social desirability and boys scored higher on positive social anxiety. Social desirability and achievement motivation were significant predictors of spelling and math. This research showed that there is a small difference in achievement between boys and girls and motivation and gender partially influenced these school achievements. This study offers further incentive to investigate gender differences in the school environment.Show less
The central question in this research is whether gender, work experience and affective valences of teachers in primary education influence the educational use of ICT. In this research 226 teachers...Show moreThe central question in this research is whether gender, work experience and affective valences of teachers in primary education influence the educational use of ICT. In this research 226 teachers were asked to complete a survey and also ten teachers were interviewed. To analyse the questions the chi-square test, the independent t-sample test, the regression analyses were used and we did a qualitative analyse of some interviews. The conclusion is that there was no difference found between men and women and the affective valences they have about ICT. Also the number of years of experience does not affect the educational use of ICT in their classroom. The affective valences of the teachers do influence the educational use of ICT. The more positive a teacher is about the educational use of ICT, the more they use it in class. Also the opposite was founded. For further research it is important not only to look at individual factors of teachers, also school characteristics can influence the use of ICT in education.Show less
In dit onderzoek wordt er gekeken naar de verschillen in genderrollen tussen animeseries uit de jaren ’80 en recente series rond 2010 op basis van vier case studies. De verwachting was dat huidige...Show moreIn dit onderzoek wordt er gekeken naar de verschillen in genderrollen tussen animeseries uit de jaren ’80 en recente series rond 2010 op basis van vier case studies. De verwachting was dat huidige animeseries sterk geseksualiseerd zijn ten opzichte van series uit de jaren ‘80. De uiteindelijke conclusie is dat genderrollen iets zijn veranderd, en dat recente animeseries inderdaad sterk geseksualiseerd zijn, maar ook dat de mannelijke identiteit problematisch is geworden.Show less
Deze scriptie onderzoekt de representatie van de man in hedendaagse Chinese films. Door middel van films poogt dit werkstuk een interpretatie te maken van de man en mannelijkheid in de huidige...Show moreDeze scriptie onderzoekt de representatie van de man in hedendaagse Chinese films. Door middel van films poogt dit werkstuk een interpretatie te maken van de man en mannelijkheid in de huidige Chinese samenleving.Show less
This research was conducted on 32 schools spread across different cities in the Netherlands. A survey and an interview were used to answer the following question: ‘To what extent does the grade...Show moreThis research was conducted on 32 schools spread across different cities in the Netherlands. A survey and an interview were used to answer the following question: ‘To what extent does the grade influence the ICT-attitude and educational use of ICT by the teachers?’ Of the 217 respondents that filled out the survey, ten were also interviewed. This research consisted of three quantitative and one qualitative method. At first the relation between gender and being a senior or junior grade teacher was investigated using a chi-square test. The results showed there were more male teachers in senior grades. Secondly, the difference in ICT-attitude and the educational use of ICT between teachers of the senior and junior grades was measured with a t-test. There was no difference between senior and junior grade teachers with regards to their attitudes towards ICT. However, there was a difference in the educational use of ICT when comparing these two groups of teachers. Thirdly, the influence of ICT-attitude on use of ICT was investigated by using the simple linear regression method. ICT-attitude was a good predictor of educational use of ICT. Lastly, the use of ICT of senior and junior grade teachers was measured using quantitative analysis. The results showed that the use of ICT was comparable to the existing literature on this subject. The data also showed that men use ICT for education in more ways than women. Additionally the research showed that senior grade teachers use ICT more when compared to the junior grade teachers.Show less
