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Over the past 30 years in NYC, most gay bathhouses and sex clubs were forced to shut down, moving group sex practices to private events. Past research has observed that group sex venues were democratic places where men of different age, body, and social group came together for convivial sexual and social interaction. Queer theorists have expressed a concern that the “privatization” of group sex would lead to more division and exclusion in gay sexual cultures. This article observes these issues by presenting original ethnographic data collected in one gay private sex party in NYC. Participants clearly felt that some parties were hierarchized, especially because of the “guy with attitude,” a young and attractive, but denigrating young man. Participants tried to keep these guys at bay and preferred events where men were less selective and participated more in the group sexual activity. The dynamics of inclusion and exclusion of sex parties lead men to adapt their sexual desires and practices to match the values of the places where they feel they can belong.

This paper analyzes how mainstream print media polices sexuality through framings of HIV-positive male athletes. We analyze the HIV-positive announcements of Magic Johnson, Greg Louganis, and Tommy Morrison. Specifically, we discuss differences between the framing of gay men (Louganis) and self-identified heterosexual men (Johnson and Morrison). First, there is an extensive search for the ways Magic Johnson and Tommy Morrison contracted HIV/AIDS. Media coverage emphasizes that "straights can get it too" through promiscuity and a "fast lane'" lifestyle. Consistent with the historically automatic conflation of HIV/AIDS with gay identity, the media pose no inquiries into the cause of Louganis' HIV transmission, We close our discussion by focusing on the meaning of extending the signifier of HIV/AIDS beyond gay bodies to include working class and black male bodies. Media surveillance of sexual identity and the body reinforces hegemonic masculinity in sport while feeding into the current sexual hierarchy in U.S. culture. [ABSTRACT FROM AUTHOR]

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Synergies Inde is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Review of Social History is the property of Cambridge University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anales de Filología Francesa is the property of Servicio de Publicaciones de la Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Based on open-ended interviews with 95 married women aged 18 to 45, the authors explore basic orientations toward marriage, children, work and family policy. While women with more traditional gender role orientations are contrasted with those who hold more egalitarian views, there are striking similarities among the women in the sample. In particular, marriage and children are clearly preferred. The differences relate to the family strategies associated with the timing of marriage and births and the priority given to family questions in comparison to other aspects of life. This leads the authors to conclude that both gender structures in society and gender role orientations of individuals are important in understanding marriage and childbearing. [ABSTRACT FROM AUTHOR]

Copyright of European Drama & Performance Studies is the property of Classiques Garnier and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Européenne de Recherches sur la Poésie is the property of Classiques Garnier and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Depuis 2010, Le Parc zoologique et botanique de Mulhouse utilise une malle pour développer ses projets pédagogiques autour de la faune malgache. Elle sert de support aux enseignants pour entreprendre une correspondance entre leur classe et une classe malgache et pour mener un travail de sensibilisation à la protection de la biodiversité tout au long de l’année. Nous présentons ici l’exemple d’un collège mulhousien avec qui le travail de sensibilisation est très approfondi. Ainsi, le Parc zoologique et botanique entreprend chaque année avec ce collège un projet pédagogique annuel qui se déroule à la fois en cours (sciences de la vie, géographie, arts plastiques) et au Parc. Les trois visites annuelles au Parc permettent (1) une meilleure connaissance de la faune et la flore malgache, approfondie par les recherches documentaires des élèves ; (2) l’établissement d’une classification phylogénétique simplifiée des Primates, dont les lémuriens et l’homme, grâce à un tableau simple de critères de détermination ; (3) une réflexion autour des problématiques environnementales concrètes et d’actualité dans les deux pays correspondants, telles que la déforestation à Madagascar ou l’introduction d’espèces invasives, à l’issue de laquelle les élèves proposent des solutions qui sont également discutées ; (4) l’observation de différences comportementales interspécifiques et de la hiérarchie sexuelle des lémuriens, grâce à des observations éthologiques simples et guidées (all occurrences sampling) sur différents groupes de lémuriens du Parc.

Copyright of Cahiers du Genre is the property of L'Harmattan Edition Diffusion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

1 Une approche féministe historique pour enseigner le droit 1.1 Une posture contre-intuitive pour les juristes 1.2 Les apports de l'approche féministe historique à l'enseignement du droit 2 L'analyse féministe [...], Dans le présent texte, l'autrice propose l'utilisation d'une approche féministe historique pour un enseignement critique du droit. Après avoir exposé les spécificités de cette approche, elle utilise l'exemple de la résidence familiale et les luttes féministes qui l'entourent pour offrir un exemple concret de son application dans renseignement d'un cours de droit de la famille. Petit guide pratique sur l'approche féministe historique en cinq points: 1. Fonder l'enseignement sur des réalités sociales et remettre en question leur intégration conceptuelle dans le droit étatique, plutôt que d'entreprendre l'enseignement à partir des concepts juridiques; 2. Remettre dans leur contexte historique l'adoption de certains concepts liés au droit positif; 3. Décentrer le matériel pédagogique et renseignement des sources traditionnelles du droit, en y intégrant des textes militants; 4. Inclure dans renseignement le point de vue des femmes et l'incidence du droit étatique sur leur vie. Pour ce faire, insister sur le rôle des groupes militants en ce qui concerne les transformations du droit étatique et révolution de la jurisprudence; 5. Utiliser la doctrine juridique comme source pour mettre en évidence les arguments utilisés dans les débats sociaux. Prêter attention à l'emploi du langage technique propre à la discipline du droit qui camoufle souvent des idées militantes. This article proposes the use of a historical feminist approach to the critical teaching of law. After presenting the specifics of this approach, the article invokes the example of the family home and the feminist struggles surrounding it to concretely exemplify its application in the teaching of a family law course. A short, practiced guide to the historical feminist approach in five points: 1. Base teaching on social realities and question their conceptual integration into state law, rather than begin teaching from legal concepts. 2. Put the adoption of certain positive law concepts in their historical context. 3. Decentralize teaching material and the teaching of traditional sources of law through the incorporation of activist texts. 4. Integrate into the teaching the points of view of women and the impact of state law on their lives. To this end, emphasize the role of activist groups in the transformation of state law and the evolution of case law. 5. Use legal doctrine as a source to identify the arguments raised in social debates. Be alert and attentive to the use of technical language specific to the discipline of law, which often conceals militant ideas. Este artículo propone un enfoque feminista histórico con el fin de llevar a cabo una enseñanza crítica del derecho. Después de haber presentado las especificidades de esta perspectiva, el artículo emplea el ejemplo de la residencia familiar y de las luchas feministas relacionadas, para brindar un ejemplo concreto de su aplicación en la enseñanza de un curso de derecho de familia. He aquí una corta y práctica guía de cinco puntos sobre el enfoque feminista histórico : 1. Basar la enseñanza en las realidades sociales, y cuestionar su integración conceptual en el derecho estatal, en lugar de emprender la enseñanza a partir de conceptos jurídicos. 2. Emplazar en su contexto histórico la adopción de algunos conceptos en el derecho positivo. 3. Desfocalizar el material pedagógico y la enseñanza de las fuentes tradicionales del derecho integrando textos militantes. 4. Integrar en la enseñanza, el punto de vista de las mujeres y el impacto del derecho estático en sus vidas. Para ello se debe insistir sobre el rol de los grupos militantes en las transformaciones del derecho estático y en la evolución de la jurisprudencia. 5. Utilizar la doctrina jurídica como fuente para identificar los argumentos utilizados en los debates sociales. Prestar atención al uso de la terminología técnica, propia de la disciplina del derecho, que a menudo oculta ideas militantes.