Flow theory explains the conditions for optimal engagement (enjoyment, interest, and concentration). There are three types of engagement: cognitive, emotional, and behavioral. When these are combined and present at their peak, flow takes place. In the era of information, media, and technology, current concerns in education include an increasing student disengagement and disaffection. Recently, educational organizations have focused on 21st century skills and the importance of developing these in order to better engage with society. This mixed study explores the relationship between the inclusion of 21st century skills in an L2 task and the level of engagement of students, and whether it reaches flow. Participants came from two sections of intermediate-low Spanish FL classrooms. Findings show there is a positive relationship between 21st century skills and all three types of engagement. 21st century skills are also related to authentic work. Sense of control, clear goals, high challenges matched with high skills in a contextualized setting lead to increased engagement. Flow did not take place, but different levels and intensity of engagement in all areas did.

For my thesis, I plan to research the sexuality and the process of courtship, and the differences between 19th century Vienna and modern America, specifically as to how it relates to my characters in Romance, Romance. My interest in the topic springs directly from the script. What I mean is, my initial idea of sexuality of the 19th century is very Victorian and straight-laced, where as I think of modern day as very sexually liberated. However, in the script, the first act, set in Vienna, is much more sexually explicit and active. In fact, the second act is all building up to an affair that does not even occur. Working as these characters, I believe that a historical view of what sexuality was actually like outside of Victorian England will lead me to a much better understanding of my character, and his particular past and desires for both sexual partners and potential mates. I also believe this research will assist me in constructing the modern character of Sam who can all at once love his wife, desperately want an affair, and cower away from said affair when the opportunity finally arises. Another interesting impact this research will create for my work is the juxtaposition of these two time periods and their individual codes of etiquette for behavior in this play. While the play is divided into two separate one-acts, they are presented together as one collective work, so the combination of each piece clearly leads to comparisons and further understanding of the other play. I believe this research will not only enlighten me about these two eras but also enlighten my performance, and assist me in effectively carrying out this complex pair of roles with a richer character developed. It also will provide me with a better understanding of the juxtaposition of these two plays, why they are paired together in the way they have been, and how this juxtaposition is effective in this particular work of musical theatre.

The evolving nature of education emphasizes the importance of fostering 21st-century skills. To align with the requirements of the contemporary era, Uzbekistan introduced its new competency based National Curriculum, highlighting the development of 21st century skills. Despite the National Curriculum's emphasis on contemporary skills, a gap persists due to the exam-focused education system in Uzbekistan, with university entrance exams largely dictating classroom practices. This qualitative study, through students’ lenses and experiences, aims to explore how preparation for these exams, particularly in English, aligns with the goals of National Curriculum. Washback, defined as the influence of tests on teaching and learning, has been utilized as the study’s conceptual framework. Reflexive thematic analysis has been employed as the method for data analysis. The participants include first-year public university students in Uzbekistan. The findings revealed a multifaceted, complex and context-specific nature of washback. Key observations include a negative washback effect of high stakes public university entrance exams, leading to the prioritization of exam subjects at the expense of holistic education, a misalignment between English instruction and the curriculum, high-stakes entrance exam induced stress, and broader educational context factors, such as lack of teacher qualification and competence, low teacher salary, contributing to poor quality education. The study also highlights the crucial role of private tutoring in preparing for higher education and the emergence of unethical practices in schools. While the exams fostered certain 21st-century skills in students, an overemphasis on rote memorization limits deeper cognitive competencies. Positive washback is observed in lyceum education and among students preparing for the IELTS exam - an alternative pathway to fulfill the English language requirement for public HE, advocating for measurement-driven instruction and comprehensive language skill development. The study concludes that positive changes in Uzbekistan’s public university admission system could be achieved through a more holistic assessment of students’ skills and competencies and measurement-driven approach to education. The study recommends incorporating students' school performance as an admission criterion, offering a more comprehensive assessment of their abilities and knowledge.

Curriculum integration is a unique approach to teaching. Twenty-first century skill approaches to curriculum integration train teachers in the process of curriculum integration, such that they are able to integrate various subject combinations in their teaching that produce new skills and dispositions in their students. Yet no scale to measure teachers' beliefs about the value of and efficacy beliefs towards implementing curriculum integration exists that is universal in the sense that it can be used any time any subject combination is integrated. Using a sample of 196 teachers at a professional development meeting in a mid-sized suburban school district in the Mountain West, this dissertation tests a scale that measures teachers' beliefs about the value of and efficacy beliefs towards curriculum integration and assesses its psychometric properties. The UCI21-T scale loaded as a bifactor model with one general factor and two specific factors. Conceptually and practically, however, the scale is best scored and reported as a two-correlated factor model. The scale demonstrated evidence of validity and reliability and shows promise for use by administrators and professional developers when assessing teachers' beliefs about the value of and efficacy beliefs towards 21st century curriculum integration.

Heft 12 der Zeitschrift Coils of the Serpent

[pt] Este trabalho examina questões estéticas e sociais que envolvem as representações sobre o trabalho no cinema, sobretudo o cinema brasileiro, partindo da premissa de que os discursos sobre esse tema foram se modificando ao longo das décadas, assim como ocorreu também com as relações de trabalho. Como recorte, a proposta é uma análise crítica sobre quatro longas-metragens, a saber: Redemoinho (2016), Arábia (2017), Corpo Elétrico (2017) e Temporada (2018). O objetivo principal é investigar como o cinema de ficção brasileiro do século XXI vem discutindo as relações sujeito-trabalho na atualidade. Para tanto, buscamos discutir as aproximações entre arte e política através das perspectivas de Jacques Rancière adotamos também como marcos teóricos as obras de Michel Foucault, Christian Laval, Pierre Dardot, Richard Sennett e Ricardo Antunes, visando pensar as mudanças recentes no campo do trabalho. Além disso, Jacques Rancière e Vera Follain de Figueiredo nos ajudam a compreender as construções narrativas contemporâneas e, ainda mais especificamente, Ismail Xavier, Jean-Claude Bernardet e Alfredo Suppia, que tratam da representação da classe trabalhadora no cinema. / [en] This research examines aesthetic and social issues surrounding representations of labor in cinema, particularly Brazilian cinema. It starts from the premise that discourses on this subject have evolved over the decades, much like labor relations themselves. As a focus, the proposal offers a critical analysis of four feature films: Redemoinho (2016), Arábia (2017), Corpo Elétrico (2017), and Temporada (2018). The main objective is to investigate how Brazilian fiction cinema of the 21st century discusses subject-work relations in the present day. To do so, we seek to discuss the connections between art and politics through the perspectives of Jacques Rancière. Additionally, we adopt the theoretical frameworks of Michel Foucault, Christian Laval, Pierre Dardot, Richard Sennett, and Ricardo Antunes to reflect on recent changes in the field of labor. Moreover, Jacques Rancière and Vera Follain de Figueiredo help us understand contemporary narrative constructions, particularly Ismail Xavier, Jean-Claude Bernardet, and Alfredo Suppia, who address the representation of the working class in cinema.

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