Esta dissertação tem como objetivo investigar como características que são inerentes à cultura da convergência podem fomentar a leitura literária. Destarte, tencionamos observar como o uso da tecnologia pode complementar e enriquecer a leitura, através de práticas que possibilitem a junção das mídias tradicionais e as mídias atuais, para assim ressignificar os hábitos de leitura dos alunos. Propomos atividades de leitura participativa e intersemiótica com o uso de dispositivos tecnológicos, que favoreçam o gosto pela leitura e o desenvolvimento de competência de compreensão e de produção de textos narrativos. Utilizamos em momentos diferentes da pesquisa, dois questionários para obtermos dados qualitativos em relação às propostas realizadas. Concluímos que as mudanças nas práticas de leitura em sala de aula são vitais, uma vez que as conversões culturais não podem ser dissociadas das transformações educacionais. / The aim of this thesis is to investigate how characteristics which are inherent to the convergence culture can promote literary reading. Thus, we intend to observe how the use of technology can complement and enrich the reading through practices that enable the joining of traditional and current media, reframing the reading habits among students. We propose participatory and intersemiotic reading activities using technological devices in order to encourage the taste for reading and the development of the competence skills of reading comprehension and narrative text production. In different moments of the research, we used two questionnaires to obtain qualitative data on the proposals made. In summary, we conclude that changes in reading practices in the classroom are vital, since cultural conversions cannot be dissociated from the educational transformation.

Jane Addams and Ellen Gates Starr opened Hull House, Chicago’s first settlement house, in 1889 as a means of confronting poverty, poor housing conditions, disease, discouragement, and other ills that flourished in the predominately immigrant Halstead neighborhood. Because Hull House volunteers lived at the House, in the center of the community, they were well-equipped to respond knowledgeably to the neighborhood conditions. Hull House residents worked for reform in areas such as education, labor, juvenile protection, immigration, welfare, housing, and suffrage and they provided the community with a plethora of activities and services during the Progressive Era. As the community expressed their needs, Hull House volunteers responded to them. This dissertation provides evidence that social activism did not just take the form of political engagement and occupational health efforts but that it also included disease and illness prevention efforts. An examination of activist work of the Hull House Woman’s Club helps create an understanding of the intersection of activism and disease and illness prevention, and how activists used strategies to improve the health and wellbeing of people at the turn of the century. Specifically, three groups of women—the neighborhood women, the club women, and public health knowledge-holders—came together to address public health issues in the Nineteenth Ward. Each of these three groups played an integral role in the success of Hull House public health activism; it was their coming together that enabled them to create such powerful change. This dissertation specifically examines the women’s efforts in 1894 to improve garbage collection and sanitation and their 1902 efforts to eliminate typhoid in their neighborhood. This dissertation argues that, despite a lack of formal public health education or training, Woman’s Club members utilized local knowledge to improve health conditions in the Nineteenth Ward in Chicago. Woman’s Club activists acquired public health knowledge and developed activist strategies and techniques inductively, through trial and error, as they were carrying out their activist work. This dissertation helps fill in the historical gaps by exploring the strategies Hull House volunteers used to prevent disease and illness prevention.

This essay focuses on the survival of older children’s songs, the songs that were composed by the end of the 19th century and still sung today. The purpose has been to explore what circumstances and factors may contribute to the survival and good health of these old songs, and what makes them still well-known today. Childrens songs by the composer Alice Tegnér represent older childrens songs in the essay.  The essay consists of two main parts, the first includes a short biography of Alice Tegnér, and discusses some musical aspects of her compositions for small children. The other main part contains a discussion of how music in the compulsory school may have influenced what songs became known throughout the country, and how this may have contributed to formation of a canon that is still in existence. The essay discusses how the subject music has changed in the schools since public schools were introduced and became compulsory in the mid-19th century, until today, and how this may affect singing and what is being sung.

Richard Wright's Black Boy, Alice Walker's Meridian, and Ernest Gaines's The Autobiography of Miss Jane Pittman depict the African American struggle for rights and freedom both before, during, and after the recognized Civil Rights Era. By exploring the novels’ definitions of freedom, this work examines how these definitions inform the characters’ search for freedom. Using Wright, Walker, and Gaines to follow the freedom struggle from slavery to the post-civil rights era provides a comprehensive, historical framework for understanding the evolving rhetoric of freedom. Reflecting a “long,” complicated history of the Civil Rights Movement, these novels obscure a simplified, dichotomous understanding of the movement and provide a multivalent definition of freedom that encompasses both the political and psychological self. Ultimately, this research analyzes how these authors respond to each other and the racial and political climate of their time and examines how the search for freedom changes over time.

<p>The following study of Alice Munro's collections of short stories, Who Do You Think You Are?, The Moons of Jupiter, and The Progress of Love, closely examines the feminine perception of human relationships and traces Munro's theme of lithe pain of human contact. Chapter I explores the changing perception of life and relationships as seen through the eyes of the central character of Who Do You Think You Are? and discusses the paradoxical view of life articulated by Munro, a view which asks that the abuse which characters inflict upon one another be seen as both savage and splendid, as perversely necessary in any relationship between her characters. This idea of a necessary pain is discussed in Chapter II in light of Munro's more intense fascination with it in The Moons of Jupiter. Her vision of the humiliating necessity of inflicting and enduring pain does not, however, culminate in a clearly-defined resolution to the paradoxes of experience; indeed, The Moons of Jupiter suggests Munro's growing hesitancy to solve the puzzles of human experience. Chapter II also examines Munro's experimentation with narrative time shifts and discusses this new interest in technique as it pertains to her preoccupation with the disparity between illusion and reality in the lives of her characters. The shifting back and forth between past and present is a technique which Munro continues to employ in her next work, The Progress of Love, which I examine in Chapter III. This most recent work, like Who Do You Think You Are? and The Moons of Jupiter, looks closely at the delicate moments of exposure in experience and at the necessary painfulness of those moments, but with a difference. In The Progress of Love Munro seems to allow her characters moments of serenity and moments of self-knowledge; the feminine perception of experience has altered to the degree that her characters appear able to move beyond disillusionment through to a kind of survival of those moments of exposure which in the Moons of Jupiter appear to overwhelm and almost paralyze the characters. </p> / Thesis / Bachelor of Arts (BA)

Solvallastadens skola är en kombinerad förskola och lågstadieskola ritad för den kommande stadsdelen, Solvalla Staden. Skolan har fokus på naturen precis som den planerade stadsdelen. Från naturen har jag inspirerats av jord och luft (härstammar från de fyra elementen) och har översatt detta till tungt och lätt. Detta speglar också tomten och de omgivande landskapet med berg i dagen och höga träd i skogen.  Byggnaden är utformad som en tung ”sockel” till bottenvåning i betong där dagis, matsal och idrottshall ligger. Dagiset har en lugn inhängnad gård på markplan. Ovanpå betong våningen står skolan som en lättare trästruktur försedd med en generös takterrass som planar ut med marken upp mot skogen. Detta ger de ädre barnen möjlighet att också annvända skogen och den intilliggande centralparken under raster.  Parallellt med konceptet ”tungt och lätt” ska skolan uppmuntra till utomhusvistelse och vara naturnära både vad gäller materialval och funktioner så som centrala kapprum med lätta flöden ut och in. / TASK: To propose a primary school building combined with a kindergarten, for an already planned neighbourhood that will be built in a Stockholm suburb, Solvalla. The school should accommodate 240 pupils between the age two and ten. PROJECT: Like the planned neighbourhood, I decided to put nature in focus when creating the building. The plot had rocky ground and is surrounded by forest. I used this as inspiration for the school where the heavy concrete base is meant to resemble the rocky ground and the light wood structure above the forest. The kindergarten, canteen and sports hall are placed in the concrete base, while the school is in the light wood structure above. Despite having an undersized plot, I decided to have two separate schoolyards for the primary school and kindergarten. The kindergarten has a fenced yard on ground level while the primary school has a rooftop terrace yard that levels out with the ground. This allows primary school children access the  forest and park beside the school for play and activities. Further, together with the design of the building and materials used, I have added a cultivation and put the cloakrooms in centre, to really push my focus on nature and to make outside activity more accessible.

Ce mémoire de maîtrise porte sur la division sociale et spatiale entre les Euro-Australiens et les Aborigènes à Alice Springs en Australie Centrale et résulte d'une recherche de terrain de trois mois en 2006. Il met en relation les notions d'espace, de lieu et de race. Il vise à souligner les rapports qu'entretiennent les groupes sociaux envers certains lieux publics et ce, sur la base de l'occupation quotidienne des espaces urbains. Il est non seulement question d'attachement aux lieux, mais aussi de ségrégation raciale spatiale. Ces notions, bien qu'elles soient contradictoires, prennent formes dans une même réalité sociale. Les Euro-Australiens. et les Aborigènes à Alice Springs s'approprient des lieux spécifiques d'où ils se ±sentent à l'aise¿ et ±confortables¿ tout en excluant de ces mêmes lieux les individus, aborigènes et euro-australiens, qui n'adhèrent pas au mode de vie et aux comportements de leur groupe. Ce contexte de ségrégation spatiale est en fait le reflet de la dynamique sociale entre les Aborigènes et les Euro-Australiens. C'est ainsi dire que leur distanciation spatiale est équivalente à leur distanciation sociale. Les Euro-Australiens et les Aborigènes, ne pratiquant pas leurs activités quotidiemes dans les mêmes endroits publics, ne peuvent partager leur existence.

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The goal of this project is to reimagine learning spaces by combining education and architecture principles and a hint of imagination. This is done through designing a school in the Georgetown neighborhood of Washington D.C. for children aged 3-12. The design integrates Montessori, Waldorf, and Reggio principles with behavioral and neuroscientific insights. Additionally, the imaginative essence of "Alice in Wonderland" brings a whimsical dimension, adding an enchanting layer to the architectural narrative. The design of the school considers how space impacts cognition and creativity, in addition to functional aspects. Highlighting the bond between architecture and neuroscience, the design emphasizes how the built environment shapes children's cognition and emotions. Sensory experiences, architectural elements, and nature integration shape the ambiance, significantly influencing children's cognitive development. Through a blend of educational philosophies, neuroscience findings, and the timeless allure of Wonderland, it aims to sculpt an environment that encourages curiosity, creativity, and profound world connection in children. / Master of Architecture / The aim of this project is to rethink the design of learning spaces by merging educational and architectural principles with a touch of imagination. This involves designing a school in the Georgetown neighborhood of Washington D.C. for children aged 3-12. The design incorporates ideas from early childhood education philosophies along with insights from behavioral science and neuroscience. To add a touch of whimsy, the project draws inspiration from Alice in Wonderland's story as an additional layer to the architectural story. The school's design considers how the physical space influences children's thinking and creativity while performing its practical functions. It underscores the close connection between architecture and brain science, emphasizing how the physical environment molds children's cognitive abilities and emotions. Sensory experiences, architectural elements, and the integration of natural elements shape the atmosphere, profoundly affecting children's cognitive development. By combining these diverse educational philosophies, neuroscience findings, and the timeless charm of the "Alice in Wonderland" story, the project strives to shape an environment that fosters curiosity, creativity, and a deep connection to the world for children.