374 research outputs found
Hubungan antara Stres dan Perilaku Cybersex pada Mahasiswa di Kota Malang
No full textABSTRAK Agustina, Yessy. 2018. Hubungan antara Stres dan Perilaku Cybersex pada Mahasiswa di Kota Malang. Skripsi, Jurusan Psikologi, Fakultas Pendidikan Psikologi, Universitas Negeri Malang. Pembimbing: (1) Dr. Hetti Rahmawati, M.Si., (2) Indah Yasminum Suhanti, S.Psi., M.Psi. Kata Kunci: stres, perilaku cybersex, mahasiswa kota malang Perilaku cybersex merupakan suatu aktivitas yang menimbulkan rangsangan seksual dengan melakukan kegiatan seksual melalui device, baik secara online maupun offline, seperti mengakses materi yang mengandung seksualitas. Faktor-faktor yang berkaitan dengan perilaku cybersex salah satunya yaitu stres. Stres pada umumnya rentan dialami oleh mahasiswa khususnya yang berada di tahap perkembangan remaja akhir. Setiap remaja akhir pun memiliki kebutuhan untuk menurunkan tingkat stres yang dialaminya dengan pilihan yang berbeda-beda. Namun menurut penelitian sebelumnya menyatakan bahwa pada masa tahap perkembangan remaja akhir, individu cenderung memiliki pilihan yang kurang tepat atau tidak efektif untuk menurunkan tingkat stres salah satunya yaitu melakukan perilaku cybersex. Penelitian ini bertujuan untuk mengetahui deskripsi stres pada mahasiswa di Kota Malang, deskripsi perilaku cybersex pada mahasiswa di Kota Malang, serta untuk mengetahui hubungan antara stres dan perilaku cybersex pada Mahasiswa di Kota Malang. Penelitian ini menggunakan penelitian deskriptif dengan pendekatan kuantitatif serta metode yang digunakan yaitu deskriptif korelasional.Responden yang terlibat dalam penelitian ini yaitu sebanyak 377 mahasiswa di Kota Malang yang pernah melakukan aktivitas cybersex. Hasil penelitian ini menunjukkan bahwa terdapat sebanyak 271 orang atau 71,88% dari sampel penelitian ini memiliki tingkat stres yang sedang, dan sebanyak 241 orang atau 63,9% dari sampel penelitian termasuk pada kategori at-risk pada perilaku cybersex. Sedangkan hasil dari penghitungan dengan menggunakan product moment diketahui bahwa terdapat hubungan positif yang signifikan (r= 0,207,
Data for: The non-democratic roots of mass education: Evidence from 200 years
No full textThis is an Annotation for Transparent Inquiry (ATI) data project. The annotated article can be viewed on the publisher's website.
Project Summary
This project assesses the impact of democratization on primary school enrollment rates using quantitative data from 1820 to 2010 to estimate difference-in-differences and interrupted time series models of the impact of democratization. It finds that, on average, there is little evidence to support the claim that democratization led to the expansion of primary schooling. The study then unpacks this average result to explain what lies behind the null effect. It finds that democracy can lead to the expansion of primary schooling, but the key condition under which it does—when a majority of the population lacked access to primary schooling before democratization—rarely holds. Indeed, the study documents that, among countries that experienced democratization, the average primary school enrollment rate was already 70% before transitioning to democracy. Although the project does not seek to provide a conclusive answer to why there was so much provision of primary education under non-democracies, the section titled “Primary School Systems Under Non-Democracies” explores several possible answers to help readers entertain the possibility that the provision of primary education may have been high under non-democracies—because this is a counterintuitive finding given the previous literature in political science and economics. With that modest goal in mind, this section surveys existing research in history, sociology, political science, and economics to parse out four common arguments for the provision of primary schooling under non-democratic regimes; provides exploratory quantitative tests for these arguments; and, using online annotations, provides qualitative evidence that illustrates these arguments.
Data Generation and Analysis
The gathering of qualitative evidence focused on either the founding period of primary education systems or the period of fastest expansion of primary schooling in six non-democratic regimes chosen to have variation across space and over time: Prussia (1750s and 1760s), France (1830s), Chile (1860s), Argentina (1880s), USSR (1930s), and China (1950s). For each case, the author gathered primary and secondary sources in English, Spanish, or French that provided evidence about the rationales used by non-democratic regimes to expand access to primary education. On average five sources per country were analyzed, including: speech transcripts by presidents, ministers of education, and congressmen from parliamentary debates; newspaper and magazines articles, letters, books, memoirs, and other documents written by politicians who participated in education debates; reports written by official government missions from foreign countries that traveled to learn about the selected education systems; official education laws and regulations; books and PhD dissertations specializing on the history of education of these cases. All sources analyzed were obtained from Stanford Libraries, UCSD Libraries, HathiTrust, the Biblioteca Nacional del Maestro in Argentina, or the Biblioteca Nacional de Chile. Language limitations implied a greater ability to consult primary sources from Argentina, Chile, and France than from Prussia, the USSR, and China, where reliance on secondary sources was greater.
For each source, the author extracted citations that provided evidence of the rationales espoused by non-democratic regimes to provide primary education. Each citation was classified using a common coding scheme based on the type of argument being made for the provision of primary education: molding political values and behaviors, industrialization, military strength, promoting the social mobility of the lower classes, responding to parental demand, staying in vogue with global ideas, or other reasons. A set of 45 citations (out of 150) were identified as “strong” evidence for three types of common arguments for primary education provision under non-democratic regimes: molding political values and behaviors, industrialization, and military strength. The other theorized arguments appeared less often and either lacked strong evidence in the sampled sources (staying in vogue with global ideas, promoting social mobility) or had strong evidence against them (responding to parental demand).
Logic of Annotation
Online annotations were used to illustrate those arguments for which strong qualitative evidence was found. The citations included in the annotations were chosen so as to provide as clear an illustration of a theoretical argument as possible within a relatively short amount of space (i.e., without requiring readers to read an entire book or parliamentary debate transcript). Analytic notes were used in almost all annotations to offer additional context about a source and its author, and to specify the interpretations made from a citation or set of citations.</p
AGUSTINA BESSA-LUÍS E O BRASIL: DIÁRIO DE VIAGEM
Full text linkAgustina Bessa-Luís e o Brasil: diário de viagem. Este trabalho analisa Breviário
do Brasil (1991), relato que é fruto de viagem empreendida ao Brasil em 1988, por
ocasião do ciclo Os portugueses ao encontro da sua história. O trabalho aborda o
gênero do relato de viagens no contexto da prolífera obra da autora e suas impressões no
contexto do tema do simpósio, a saber: relações luso-brasileiras: entre o ressentimento e
o fascínio.
Abstract
Agustina Bessa-Luís and Brazil: dairy of a journey. This article analyses Breviário
do Brasil (Brazilian Breviary) (1991), book that is the result of a trip of the author to
Brazil in 1998, by the occasion of the cycle The Portugueses meet their history. The
analyses studies the genre of traveling report within the large work of Agustina Bessa-
Luís and her impressions of Brazil within the context of the theme of this symposium,
resentment and fascination
The form and use of everyday streets
No full textEveryday streets facilitate various activities and movements, both indoors and outdoors. The second section of this book addresses the following question: What is the relationship between the urban form of everyday streets and the activities that occur on them?Urban Desig
Introduction to Everyday Streets
No full textEveryday streets are both the most used and the most undervalued of cities’ public spaces. They constitute the inclusive backbone of urban life – the chief civic amenity – though they are challenged by optimisation processes. Everyday streets are as profuse, rich and complex as the people who use them; they are places of social aggregation, bringing together those belonging to different classes, genders, ages, ethnicities and nationalities. They comprise not just the familiar outdoor spaces that we use to move and interact and the facades that are commonly viewed as their primary component but also urban blocks, interiors, depths...Urban Desig
É A PAULA QUE ESTÁ A DIZER ISTO OU SOU EU?: AS MENINAS, DE AGUSTINA BESSA-LUÍS & PAULA REGO
Full text linkEste trabalho analisa a obra As meninas (2001), álbum de pinturas de Paula Rego e texto de Agustina Bessa-Luís. Embora imagens e texto formem um todo, é sobre o texto que a análise incide. No conjunto da obra de Agustina, esse trabalho se insere em duas categorias: a das biografias e a das obras iconográficas (fotografias, pinturas) comentadas, interpretadas ou acompanhadas de palavras da autora. É como registo biográfico peculiar que o texto vai interessar, pois as pinturas da série As meninas são lidas como índices de certos biografemas de Paula Rego e comparados com autobiografemas.IS IT PAULA WHO IS SAYING SO, OR MYSELF?: AGUSTINA BESSA-LUÍS & PAULA REGO’S AS MENINASThis paper analyses As Meninas (2001), a collection of paintings by PaulaRego with a text by Agustina Bessa-Luís. Although the text and the paintings form a whole, the analysis will be focused on the text. This text can be placed into two different categories of Agustina\u27s work: that of biographies and that of iconographic works commented upon orillustrated by the author (photographies, paintings). The text is interesting when analysed from biographical point of view, as the paitings of the As meninas series can be analysed as discreet elements of Paula Rego\u27s biography and compared to discreet elements of Agustina Bessa-Luís´ autobiography.
Agustina Bessa-Luís e as mulheres
No full textThe central character of the novelist's work is Quina, the Sibyl, who gave the title to the emblematic novel A Sibila (1954) and which accompanies the work as a reference. From there, I propose to examine how Agustina Bessa-Luís stages a fictional universe built around female characters and in which romance, biography and autobiography interact. Rejecting the feminist label, the novelist creates her mythical world of sisterhood, whose protagonists assert themselves in opposition to the phallocentric society in which they evolve. This world is also inhabited by strange creatures in becoming to whom the author confers the magical power of expression, combining metamorphosis in multiple aspects. To do so, she bases her speech on an ekphrastic symbiosis with several Portuguese plastic artists. From there, I will analyze a vision of the human linked to new currents of thought, such as queer, care or eco-ethics and/or eco-poetics, which will lead me to look for new critical approaches.A personagem central da obra da romancista é a de Quina, a Sibila que deu o título ao romance emblemático A Sibila (1954) e que fica como referência ao longo da obra. A partir daí, este artigo examina como Agustina Bessa-Luís encena um universo ficcional construído à volta das personagens femininas e no qual interagem romance, biografia e autobiografia. Repudiando a etiqueta de feminista, a romancista cria o seu mundo mítico de sororidade, cujas protagonistas se afirmam contrariando a sociedade falocêntrica na qual evoluem. Este mundo é também habitado por estranhas criaturas em devir que conjugam a metamorfose sob múltiplos aspetos e a quem a autora confere o poder mágico da expressão. Neste sentido, ela alicerça o seu discurso numa simbiose ekfrástica com várias artistas plásticas portuguesas. A partir daí, analisarei uma visão do humano religada a correntes de pensamento novadoras, como o queer, o care ou a eco-ética e/ou eco-poética, o que me levará a procurar novas aborgagens críticas
Uriel da Costa : reescrita de Agustina Bessa Luís
No full textIn this article, the author analyses the way in which Carolina Michaelis approaches the biography of the Oporto Jew Uriel da Costa, using style which is at oncc precise, but which curiously does not scorn fabrication, even if she States it openly, as in the case of iconic representation. This discourse, often modalized by dubitative expressions, led Agustina Bessa Luís, in a novel written sixty years later (in 1984), Um Bicho da Terra, to rework the figure of the figure of the tormented thinker and to transform him into a typical character of her novelistic gallery. This article studies this difference in perspective, thereby demonstrating the undeniable differences and the no less important similarities
Os caminhos e descaminhos de “A corte do norte”, romance de Agustina Bessa-Luís: uma leitura neobarroca
No full textThe article proposes a reading of the novel A Corte do Norte, of Agustina Bessa- Luís, like an example of neo-baroque aesthetics. The fragmentation of the speech, breaking with the narrative unity, and the dispersal of the truth, taken like a multiplicity of versions, are the ways of reading that drive us to the labyrinth proposed by the author: image of a non-centered world.O artigo propõe uma leitura do romance A Corte do Norte, de Agustina Bessa- Luís, como exemplar de uma estética neobarroca. A fragmentação do discurso, rompendo com a unidade narrativa, e a dispersão da verdade, tomada como uma multiplicidade de versões, são os caminhos de leitura que nos conduzem ao labirinto proposto pela autora: imagem de um mundo descentrado
Maria meu amor… Uma leitura d’<em>A Monja de Lisboa</em> de Agustina Bessa-Luís [Elektronisk resurs]
No full textÉ por considerar que a obra A Monja de Lisboa de Agustina Bessa Luís tem um lugar seminal para a compreensão do conjunto da produção historiográfica da autora, que proponho desenvolver uma reflexão à volta do género biográfico, atentando, mais precisamente, nas implicações do acto de biografar e no seu impacto na imagem do sujeito biografado. As reflexões à volta da identidade de género trazidas pelo método metabiográfico definido por Dhúill, servirá para mostrar como a autora procura questionar as “narrativas de género” oferecidas pelos textos biográficos que ela reinveste para as desconstruir e dar um novo rosto à personagem histórica, Maria da Visitação. As I consider the work A Monja de Lisboa by Agustina Bessa Luís has a seminal place for the understanding of the whole historiographical production of this author, I propose to develop a reflection around the biographical genre, paying especial attention to the implications of the act of biographing and its impact on the image of the biographee. The reflections related to gender identity brought by the metabiographical method defined by Dhúill, will be used to show how the author seeks to question the “gender narratives” offered by the biographical texts she reinvests in her work to deconstruct them and be able to draw a new face for the historical figure, Maria da Visitação.</p
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