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These two novels by renown Venezuelan authors, Miguel Otero Silva and Francisco Herrera Luque both treat the Venezuelan dictator Juan Vicente Gomez who remained in power until his death in 1935.. While Otero Silva''s "Fiebre" was written during his reign and is a testimonial of student resistance under Gomez, "En la casa del pez que escupe el agua" was published some forty years after the legendary dictator and Herrera Luque in this novel of historia fabulada (ficcionalised history) mythifies and demystifies the dictator. Caudillismo, militarism and dictatorship which have been touchstones of Latin American history and politics have also been inspiration for a plethora of literary works. These two novels, then, belong due an established tradition of the narrative of the dictator.While the approaches to the central figure of the dictator differ, both point to his importance and legacy which continue to shape and influence the Latin American psyche.

This reports on adolescents males'' construction of masculinity through media production (and adolescent femals'' responses) in a seventh grade social studies classroom. It revealed how boys and girls in a middle school classroom participated in masculinity''s construction, which they expressed through six "masculine themes" (masculinity-through-competition, -domination, -revulsion, -sexism, -racism, and -heteronormativity). It identified masculine themes as students created and presented projects for the teacher''s social studies unit on media. These themes, the researcher found, successfully conceptualized and made "visible" oft-repeated forms of masculine expression. While boys tended overwhelmingly to construct the classroom as male, masculine themes enabled the researcher to detect forms of resistance to masculine constructions. Although girls often accommodated to boys'' masculine expressions, some of them demonstrated resistance to overtly sexist assertions. Girls'' expressions of resistance to masculinity, while never sufficient to create a proto-resistance classroom movement, still demonstrated the context was contested gender terrain.

Each autumn, millions of new students enter colleges and universities across the country. Orientation is an institution¿s main opportunity to introduce and integrate new students into the campus community and culture, form class and institutional identity and prepare students to begin classes. Though the majority of new students are first-years, a significant number of participants are transfer students who have previously attended other institutions. During orientation, transfer students are in a unique position; not yet integrated into their college community, they are often considered equal to first-years, though they have previous college experience. Creating and executing successful orientation programming for transfers and first-years simultaneously is difficult but essential to achieve; it can be argued that orientation is the most important contributor to the social and academic integration of new students. The goal of my research was to understand how transfer students and first-years differently experience orientation and to provide a complete outline of how orientation can best support all new students: how can transfer students best be served during orientation?