Huvudsyftet med denna uppsats är att analysera hur människor med bipolär sjukdom upplever att deras sjukdom påverkar deras livkvalitet. Vårt andra syfte är att analysera hur hur människor med bipolär sjukdom upplever insatserna de mottagit från socialtjänsten och Försäkringskassan. Uppsatsen har genomförts utifrån att vi analyserat tre olika självbiografier, Cecilia Asps bok Med mitt liv i mina händer - att leva med bipolär sjukdom, Carrå med Å´s bok Det stavas bipolär och kanske en gnutta borderline och Jenny Sandfors bok Bipolär fånge i min egna historia. Med hjälp av dessa självbiografier har vi insamlat material för att kunna besvara våra frågeställningar. De teorier vi valt att använda oss av i denna uppsats är Erving Goffmans teori avseende stigma, KASAM som är en sociologisk teori utformad av Aaron Antonovsky och empowerment. Goffmans teori går kortfattat ut på att stigma skapas ur situationer där individer upplever att de inte kan bemöta de krav och förväntningar som samhället har på dem. Antonovskys teori används i syftet att se vilka oordningar som författarna upplever samt vilka medel de funnit som kan användas som ett motstånd mot dem och på så sätt visa hur de hanterade livskriser som bipolär sjukdom kan ha gett författarna. Empowerment utgår från att delad makt inte minskar en annans makt och genom samverkan och samarbete så går det att dela kunskap och makt genom råd och stöd. Med utgångspunkt i empowerment undersöks hur författarna upplever mötet med myndigheter som socialtjänsten och Försäkringskassan. Med hjälp av teorierna kommer vi fram till att det finns likheter mellan Sandfors, Carrå med Å och Asps upplevelser av sin bipolära sjukdom, men också att det finns skiljaktigheter som visar på att sjukdomen påverkar människor på olika sätt. / The main purpose of this study was to analyze how people with bipolar disorder's quality of life is affected by the disorder. Our secondary purpose was to analyze how individuals with bipolar disorder experience the contributions of social workers and Försäkringskassan. The essay was carried out based on three different autobiographies that we analyzed; Cecilia Asps book "Med mitt liv i mina händer - att leva med bipolär sjukdom", Carrå med Å's book "Det stavas bipolär och kanske en gnutta borderline" and Jenny Sandfors book "Bipolär fånge i min egna historia", from which we collected material in order to be able to answer the question at hand. The theories of choice for the thesis has been; Erving Goffman's theory on stigma. KASAM a social theory authored by Aaron Antonovsky and empowerment. Goffman's theory covers the stigma that was created from situations where individuals feel that they cannot meet the demands and expectations society has of them. Antonovsky's theory was used for the purpose of studying which obstacles that the study participants experience and what means they have discovered to handle those obstacles. Empowerment assumes that shared power does not diminish individual power, and through collaboration and cooperation creates the possibility to share knowledge and power through advice and support. By using the aforementioned theories we found similarities between the three different authors of the autobiographies, but also differences in their personal experiences dealing with bipolar disorder.

This thesis will posit that a query of the medieval trope, Fortune, can be read as a query into femininity. Fortune is depicted with many quintessentially medieval feminine traits, and women in texts that discuss Fortune often have Fortune's traits. While texts that link Fortune and femininity usually do so to censure women, some writers turned the trope to their advantage for just the opposite purpose. Both Chaucer in the "Monk's Tale" and Christine de Pizan personify Fortune to subtly point out the flaws in antifeminist medieval view of women. This thesis explores the ways in which these writers cleverly took advantage of genre and characterization to use Fortune to defend women and womanhood.

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[pt] Muitas das perspectivas críticas às Relações Internacionais (RI) argumentam que a conceitualização acadêmica do internacional-global está calcada na universalização da modernidade Ocidental alternativa superior ao pensamento político. Entretanto, esta perspectiva raramente teoriza a Economia Política do Conhecimento (EPC) que sustenta a superioridade de certos princípios através das trocas mercadológicas desiguais de saber universitário. A perspectiva da EPC têm se destacado nos últimos anos, discutindo o impacto da globalização capitalista na padronização neoliberal da educação, impacto este bastante evidenciado nas universidades brasileiras. Apesar disso, a abordagem da economia política pouco contribui para refletir a própria significação do global e do internacional como dinâmica de poder central. Navegando nestas lacunas teóricas, a presente pesquisa se debruça sobre a EPC, porém teorizando como esta economia política pode ser considerada internacional e global. A pergunta da pesquisa é: como a experiência pedagógica no ensino superior brasileiro, bem como sua inserção em uma EPC, ajudam a conceituar o internacional e o global? A metodologia da pesquisa consiste em engajar com esta experiência através de uma textualização autobiográfica que interliga relatos sobre a sala de aula de docentes e discentes em turmas brasileiras de graduação, pós-graduação e preparatório comunitário. Com esta metodologia, a pesquisa explora abordagem teórica denominada estudo internacional crítico, que sugere as salas de aula como pontos nodais de uma EPC internacional-global multifacetada, que, por sua vez, empurra a pedagogia para suas formas mais dialógicas. Através desta abordagem, a pesquisa argumenta em favor da relação coconstitutiva entre a pedagogia e a política internacional-global. / [en] Many critical perspectives on International Relations (IR) argue that the academic conception of the international-global is based on the universalization of Western modernity as the superior alternative to political thought. However, this perspective rarely theorizes the Political Economy of Knowledge (PEK) that sustains the superiority of certain principles through unequal market exchanges of university knowledge. The PEK perspective has stood out in recent years, discussing the impact of capitalist globalization on the neoliberal standardization of education, an impact that is quite evident in Brazilian universities. Despite this, the political economy approach does little to reflect the very meaning of the global and the international as a central dynamic of power. Navigating these theoretical gaps, the present research focuses on the PEK, but theorizing how this political economy can be considered international and global. The research question is: how does the pedagogical experience in Brazilian higher education, as well as its insertion in an PEK, help to conceptualize the international and the global? The research methodology consists of engaging with this experience through an autobiographical textualization that interconnects reports about the classroom of teachers and students in Brazilian undergraduate, graduate and communiarian prepschools classes. With this methodology, the research explores the theoretical approach called critical international study, which suggests classrooms as nodal points of a multi-faceted international-global PEK, which, in turn, pushes pedagogy towards its most dialogical forms. Through this approach, the research argues in favor of the co-constitutive relationship between pedagogy and international-global politics.

В работе рассматривается поэтика и проблематика романа Пьетро ди Донато "Христос в бетоне". Произведение анализируется в контексте биографии автора, а также в контексте итало-американской литературы как особенного направления в мультикультурной литературе США. Данное исследование является первым в отечественной науке о литературе трудом, посвященном роману Пьетро ди Донато, что составляет его актуальность. / The work examines the poetics and problems of Pietro di Donato's novel "Christ in Concrete". The novel is analyzed in the context of the author's biography, as well as in the context of Italian-American literature as a special trend in multicultural literature of the USA. This study is the first work in the Russian science of literature dedicated to the novel by Pietro di Donato, which makes it relevant.

[pt] Este trabalho tem como objetivo compreender as trajetórias de vida, em formato autobiográfico, como estratégia didática na construção do conhecimento histórico escolar. Por meio do desenvolvimento de uma proposta educacional própria, mobilizamos a metodologia da pesquisa-ação, em conjunto com três turmas do 6º ano do Ensino Fundamental da Escola Municipal Sérgio Buarque de Holanda na cidade do Rio de Janeiro. Em vista disso, parte da proposta didática consiste, em conjunto com outras atividades educacionais, na apropriação do Museu da Pessoa, um museu virtual, que compreende as trajetórias de vida como patrimônio da humanidade. As atividades procuraram investigar a utilização dessas trajetórias de vida enquanto possibilidade de construção do saber histórico escolar no ensino básico. Procuramos, desse modo, mobilizar conceitos e categorias tradicionalmente utilizados como conteúdos no 6º ano para investigar as possibilidades do uso das autobiografias por intermédio do Museu no ensino de História nesse segmento. / [en] This Master s thesis aims to comprehend life path, in autobiographical form, as a didactic strategy to shape the school historical knowledge. Through the development of our own educational proposal, we boost the research-action methodology, along with three classes of the 6th year of Primary School at the Municipal School Sérgio Buarque de Holanda in the city of Rio de Janeiro. Therefore, part of the didactic research consists, in combination with other educational activities, to appropriate of the Museu da Pessoa project, a website museum, which uses life path s narratives as a Humanity s Cultural Heritage. The activities draw on personal narratives as a possibility of historical knowledge in basic education. Consequently, we produced and dialogued concepts as resources to investigate the autobiographical practice through the Museu da Pessoa conception.

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