The thesis deals with contemporary Czech poetry, with trends in the evolution in last five years and with didactic potential of the modern poems. The theoretical part summarizes the changes in the evolution of contemporary Czech poetry based on the information from the anthology called Nejlepší české básně and offers two large interpretations and five short reflections of the modern Czech poems. Finally this part pronounces the student's priorities of the selection of poems in the lessons of literature. The practical part of the thesis contains one lesson proposal built on the poem Rasistická poezie by Jan Těsnohlídek ml. and a questionnaire intended for the grammar school teachers about contemporary Czech poetry. The results of the practical part of the thesis are presented and the general conclusions about didactic potential of a contemporary Czech poetry are pronounced. Key words engaged poetry, didactic potential, didactic of literature, Jan Těsnohlídek ml., crisis of the contemporary Czech poetry

The low literacy levels of the majority of first-year students at tertiary institutions in South Africa have been a major cause of concern. Various attempts have been made to assist students to develop their academic literacy levels – especially academic reading. However, most of these attempts are solely cognitive-oriented, even though there has been increasing acknowledgement of the relationship between socio-affective factors and students’ academic reading abilities. The purpose of this research was to explore a socio-affective approach to improving the reading abilities of first-year students at the University of Pretoria (UP). The following questions guided the research: (1) Is there a significant relationship between socio-affective factors and students’ academic reading abilities? (2) Which socio-affective factors best predict tertiary students’ academic reading abilities? (3) How can knowledge of socio-affective factors be used to design a more effective reading intervention? (4) How effective is a reading intervention programme that incorporates socio-affective factors? A mixed methods design was used for the study which was conducted in four phases. The first phase consisted of an exploratory study in the form of a questionnaire survey that elicited information on first-year UP students’ reading background, socio-affective reading levels and the use of reading strategies in relation to their reading proficiency levels, as determined by the Test for Academic Literacy Levels (TALL). ANOVA tests were used for the analysis of TALL results while a Cumulative Logit (regression) analysis was conducted to determine the socio-affective factors that best predict these students’ reading ability. ANOVA tests showed a robust relationship between students’ social and affective reading background on one hand, and their reading proficiency levels on the other. The regression analysis showed that self-efficacy was the best predictor of students’ reading ability, followed by intrinsic motivation. Based on the empirical results, and an adapted model of Guthrie and Wigfield (2000), an intervention programme that served as enrichment to the existing Academic Reading module, and aimed at improving the reading abilities of students by focussing on socio-affective issues in particular, was designed (as phase 2) and implemented (as phase 3) of the study. Two control groups and two intervention groups of At Risk and Low Risk students were used for the study. Questionnaires on affective reading levels and strategy use were administered before and after the intervention. In phase four, quantitative analysis using t-tests (independent and paired t-tests) with effect sizes were performed on the pre- and post-intervention questionnaire responses. Results showed significant improvements in affective levels for reading in the intervention groups compared to the control groups. In addition, qualitative data were collected via interviews on the socio-affective teaching techniques used for the intervention, and analysed qualitatively using content analysis. The results of the qualitative study were used to support the quantitative findings in terms of the measure in which the teaching approach contributed to the improvement in students’ socio-affective levels in reading, which according to research, correlates with students’ reading ability. Based on the findings, recommendations are made at the classroom and institutional levels. The significance of the study in terms of enriching theory and designing innovative support to improve students’ reading ability serve as a conclusion to the thesis. / Thesis (DPhil)--University of Pretoria, 2012. / Unit for Academic Literacy / Unrestricted

Following implementation of the No Child Left Behind Act and Common Core Standards, play experience opportunities by kindergarten students have been compromised. Prior research indicates that how teachers make sense of play is most likely reflected in educational practice. The purpose of this interpretative phenomenological analysis was to gather the lived experiences of 5 kindergarten teachers from northern New England on the nature of play through pre-reflective description and reflective interpretation. Guided by Vygotsky's social constructivist theory as the conceptual framework, the goal of this study was to describe lived play experiences of kindergarten teachers. In-depth, semi-structured interviews were used to answer the main research question about the essence of play as expressed by teachers. Interviews were transcribed, reduced, coded, and analyzed for common thematic elements and essences regarding the impact of how play manifests in curriculum planning and classroom arrangement. Three themes emerged: community building, creative learning, and engaged excitement. The findings revealed that although kindergarten teachers experienced the nature of play differently, play naturally and unequivocally seemed to promote social skills and cooperation, language and concept development, and motivated and self-directed learners. Additional findings showed an incompatibility between the lived world interpretations of kindergarten teachers and the district curriculum expectations. This study influences positive social change by opening educational discussions about kindergarten pedagogy, leading to improved classroom practice.

Den svenska gymnasieskolan ska uppmuntra och fostra elever till att bli aktiva samhällsmedborgare, samtidigt som elevernas rätt att engagera sig på olika sätt i nutiden debatteras. Ungas möjligheter att göra sina röster hörda är enligt forskningen låg, samtidigt som tidigare forskning inte fokuserat på elevernas syn på medborgerligt engagemang. Därav har följande studie som syfte att undersöka hur unga definierar och värderar medborgerligt engagemang. Studien har genomförts kvalitativt, genom semistrukturerade fokusgruppsintervjuer. Photo-elicitiation har använts för att skapa det diskussionsunderlag som intervjun utgick ifrån. Föreliggande studies resultat synliggör att ungdomar ser medborgerligt engagemang som i första hand en frivillig, positiv och icke-egoistisk aktivitet. Dessutom uppfattar eleverna att engagemanget kan värderas både positivt och negativt utifrån deltagarens syfte och val av engagemangsformer. Studien synliggör att de unga till viss del skildrar medborgerligt engagemang likt tidigare forskning, även om de öppnar upp för en till viss del ny förståelse av vad som kan innefattas och vad som är den huvudsakliga kärnan enligt eleverna. Enligt föreliggande studies resutalt av elevernas uppfattningar, så synliggör eleverna en bild av att det framförallt är barn, studenter och äldre som engagerar sig mest , medan vuxna i medelåldern varken har tid eller energi att engagera sig i samhället. Eleverna betonar det lilla och det fysiska engagemanget, samt till viss del att sprida information om samhällsproblem, även om de önskar att man engagerar sig för att lösa dessa och inte enbart prata om dem. / One of the goals stated in the curriculum for the Swedish upper secondary school is to foster students into becoming active citizens. At the same time, young peoples' possibilities to engage in contemporary society, is being debated. Young peoples' possibilities to make their voices heard, are according to research restricted. At the same time, research has not focused frequetly or primarly on students' view on civic engagement. Therefore, this study aims to investigate how young people defines and values civic engagement. This study has been conducted through semi-structured foucs group interviews with students in upper secondary school. Each participant was at the time of the interviews currently taking a course in social studies. Photo-elicitation has been used to create the discussion material that the interview was based on. The results of the present study indicate that the participants view civic engagement as primarly a voluntary, positive, and non-selfish activity. Moreover, they tend to value different kind of civic engagement as good or bad, depending on the form and the purpose of the activity. This study makes clear that young people in some ways understand civic engagement as the former research defines it, but they clearly show what types of engagement that are the most meaningful and important for them. According to this study's participants: children, students, and elderly are the most engaged citizens, while the adults don't have either time or energy to engage in society. The students describe the small and the physical forms of engagement as important, as well as the forms that encourage and informs other people. But they also want those people to engage to solve problems and not only talk about them.

[pt] O objetivo desta investigação é analisar a circulação da Nueva Canción Chilena na resistência cultural brasileira, pensando nos significados dessa conexão para o contexto e como foi incorporada enquanto parte dos repertórios de ações coletivas contra a Ditadura Militar, sobretudo entre 1974 e 1980. Diante da conjuntura de ditaduras militares instauradas no Cone Sul, a música foi um elemento utilizado por artistas, estudantes, trabalhadores e intelectuais como instrumento de expressão e representação de seus ideais políticos contra o autoritarismo. Na segunda metade da década de 1970, com reformulações e disputas sobre a resistência cultural brasileira, é possível perceber a incorporação da Nueva Canción Chilena por determinados grupos como expressão simbólica de um discurso antiautoritário, anti-imperialista e de pertencimento à comunidade latinoamericana. A presença da Nueva Canción no Brasil, através dos artistas desse movimento e de suas canções, foi identificada em eventos artístico-culturais, coletâneas de discos produzidos por gravadoras nacionais e nos diálogos de músicos brasileiros com esse universo, tanto pelo caráter estético quanto pelas interpretações de algumas dessas músicas. Com o intuito de explorar os discursos articulados no entorno de determinada produção musical, foram utilizadas publicações de jornais da imprensa brasileira como fontes principais para esta pesquisa, a fim de compreender os significados simbólicos atribuídos à Nueva Canción Chilena, como foi a recepção desse cancioneiro e quais foram os agentes envolvidos nesse processo de circulação cultural. / [en] The objective of this investigation is to analyze the circulation of Chilean New Song Movement in brazilian cultural resistance, thinking about the meanings of this connection for the context and how it was incorporated as part of the contentious repertoires against the Military Dictatorship, especially between 1974 and 1980. With the conjuncture of military dictatorships established in the Southern Cone, music was an element used by artists, students, workers and intellectuals as an instrument of expression and representation of their political ideals against authoritarianism. In the second half of the 1970s, with reformulations and disputes about brazilian cultural resistance, it is possible to perceive the incorporation of Chilean New Song Movement by certain groups as a symbolic expression of an anti-authoritarian and anti-imperialist discourse, in addition to expressing a belonging to the Latin American community. The presence of Chilean New Song Movement in Brazil, through the artists of this movement and their songs, was identified in artistic-cultural events, collections of records produced by national record companies and in the dialogues of brazilian musicians with this universe, through aesthetic characteristics and interpretations of some of these songs. With the intention of exploring the discourses articulated around a certain musical production, publications from newspapers of the brazilian press were used as main sources for this research, in order to understand the symbolic meanings attributed to Chilean New Song Movement, how was the reception of this songbook and who were the agents involved in this process of cultural circulation.

The current position proposed as a possible antidote to future human conflicts is to educate our students about the horrific consequences of past atrocities. To this end, this research paper will examine the possibilities of teaching the students to recognize and reject dehumanizing attitudes in society. The concept of dehumanization and our collective capacity to prevent or resist such attitudes in society will be introduced by reading Ursula K. Le Guin’s novella The Word for World is Forest [Forest] from 1972. The close reading of the novella will be examined in adherence to Suvin’s theory of cognitive estrangement, in which the novella’s ability to act as a mediator for past and current historical events will be explored. The goal is to raise awareness of the many factors that may precede genocide and broadening the students’ capabilities of recognizing historical patterns. The main concepts for this study will primarily be adopted from the academic field of psychology in order to study the social roles each character reflects in relation to the notion of Triangle of Genocide. Secondly, different historical perspectives will be considered to correlate events from the book with historical equivalents. Lastly, from Socratic pedagogy to address complex questions and address them in an educational framework titled Peace Education. This paper aims to contribute with a unique approach to the reading of Le Guin’s novella and suggests didactic methods for implementation focusing primarily on upper secondary students in a Swedish school setting.

Les processus de création collaboratifs en musique peuvent apporter aux compositrices et compositeurs un espace d’échanges inventifs et personnels avec d’autres artistes ou interprètes. Cette collaboration peut également s’inclure dans un environnement de débat sur les enjeux socio- politiques actuels et inciter à une implication plus prenante sur ces thématiques. À l’inverse des modes institutionnalisés de composition pour les musiques issues de la tradition de l’Europe occidentale, ces dynamiques de création souffrent d’un manque d’encadrement, bien qu’elles soient de plus en plus étudiées et documentées. De ce fait, il est possible de cerner certains mécanismes et outils qui peuvent aider à mieux mener de telles pratiques. Dans le but d’explorer différentes approches de l’interaction humaine et de l’engagement social à travers la création musicale, j’ai développé deux projets en l’espace de cinq ans : Moi_Espace Public et Brain Washed, Brain Dead. Chaque projet a été basé sur des concepts issues d’autres disciplines comme la philosophie ou la sociologie. Les différentes œuvres abouties dans le cadre de ces projets ont été construites de manière adaptée au cadre de chaque création, aux différents milieux culturels et artistiques des collaborateurs et collaboratrices, ainsi qu’aux nouvelles problématiques soulevées durant le déroulement de cette recherche. L’analyse de ces contextes de création ainsi que de l’évolution de chaque projet, nous permet de comprendre quelques entraves, solutions et questionnements qui peuvent intervenir dans la collaboration musicale comme outil d’interaction collective et d’implication sociale. / Collaborative creative processes in music can provide composers with a space for inventive and personal exchange with other artists or performers. This collaboration can also be part of an environment of debate on current socio-political issues and encourage a more active involvement on these themes. In contrast to the institutionalized modes of composition for music from the Western European tradition, these creative dynamics still suffer from a lack of institutionalization, although they are being increasingly studied and documented. Because of that, it is possible to identify mechanisms and tools that can help to better conduct such practices. In order to explore different approaches to more personal relations and social engagement through music creation, I developed two projects over the course of five years: Moi_Espace Public and Brain Washed, Brain Dead. Each project was based on concepts from other disciplines such as philosophy or sociology. The different works resulting from those projects were adapted to the context of each creation (frameworks, cultural and artistic backgrounds of the collaborators), as well as to the new issues raised during this research. The analysis of these different processes of creation as well as the evolution of each project, allow us to understand some of the obstacles, solutions and questions that can intervene in the musical collaboration as a tool of collective interaction and social engagement.

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Omvärlden och marknaden kan idag tillskrivas som kundens, det är kunden som styr marknaden och sitter på makten. Till detta kan troligtvis en viss press föreligga hos organisatoriska ledare att finna en strategi som skapar värde för kunden. Sökandet efter det rätta arbetssättet inleds för att sedan sluta vid det agila arbetssättet som uppenbarar sig likt ett svar på alla problem. Praktiker blir förförda, underkastar sig en funktionell dumhet och implementerar det agila arbetssättet, utan ifrågasättande, dagen är räddad! Kanske måste förförda praktiker vakna från deras utopiska drömvärld, avsäga sig detta falska medvetande för att ställa sig frågan om ett arbetssätt som placerar kunden i centrum kan tillskrivas som hållbart. Syftet med denna uppsats är att öka förståelsen och konceptualisering av situationen för medarbetarens situation i relation till det agila arbetssättet ur ett hållbarhetsperspektiv. Fördelar och nackdelar med det agila arbetssättet synliggörs för att härledas till hållbarhetsprinciper och medarbetarens roll samt situation. Studien har genomförts genom ett etnografiskt tillvägagångssätt, där observationer, intervjuer samt enkäter har triangulerat problemområdet. Studien kombinerar kvalitativ metod med kvantitativ metod för att synliggöra problemområdet ur flera kompletterande perspektiv. I studiens analys används medarbetarskapshjulet, gränsdragning samt kritisk teori som teoretiskt utgångsläge. Resultatet av studien visar att det agila arbetssättets hållbarhet kan ifrågasättas, utifrån medarbetares situation inom dess givna ramar. Arbetssättets kundfokusering och snabba anpassning till den föränderliga verkligheten utmanar engagerade medarbetare att göra sitt yttersta för att leverera högkvalitativa produkter. Det innebär utmaningar i gränsdragningen mellan arbete och fritid, varvid medarbetare ställs inför utmaningen att balansera arbete som ianspråktar tid även utanför arbetsplatsen. De engagerade medarbetarna upplevs löpa en högre risk att drabbas negativt om arbetet tillåts ta över stora delar av livet, uppsatsförfattarna ifrågasätter därför huruvida det agila arbetssättets hållbarhet är rimlig i förlängningen. Uppsatsens slutsats innefattar HEM, Hållbart Engagerade Medarbetare, det vill säga att organisationer behöver arbeta för att ge sina medarbetare en situation som är hållbar i längden, även för de mest engagerade. / Today’s business world and the market belongs to the costumer. It is the costumer who is in charge of the market and holds the power. To this a degree of pressure is put on the organisational leaders, who are held to find the best method of creating value for the costumer. While searching for the best method, agile appears as an answer to all the problems and questions. Practitioners are swept away, seduced by the promising concept, gives in to a functional stupidity and implement the agile concept into their organisation, without questions. Agile saves the day! Perhaps these seduced practitioners must wake up from their utopian dream, take a step back from this false awareness and ask themselves whether a concept putting the costumer foremost is sustainable? The purpose of this essay is increasing understanding and conceptualising the situation for employees in relation to agile work methods, from a sustainable perspective. Pros and cons with agile methods will be made visible for derivation to principles of sustainability, the role of the employee and their situation. As a method ethnography has been used for this study, where observations, interviews and a survey has triangulated the issue. This study combines quantitative and qualitative methods to put several completing perspectives into the light. For the analysis the authors used the wheel of employeeship, border theory and critical theory as theoretical starting point. The result of the study shows how sustainability within agile can be questioned, from a employee perspective. Being focused on the costumer and adaptivity to an everchanging reality challenges dedicated employees to give their uttermost to produce high quality products. Challenges in relation to this lies within the borderlines of work, where employees must balance employment which seems to occupy time outside of the workplace. Dedicated employees might be at higher risk of negative consequences due to their employment occupying their life to a large extent. Therefore, the authors question whether agile is sustainable in the long run. In conclusion this essay presents a proposal for organisations to work towards sustainable dedicated employees. To give the most dedicated employees a situation which is sustainable in the long run, is beneficial for the entire organisation.

This thesis analyzes the decade-long collaboration between The Silent University and Tensta konsthall, investigating its role as a lasting, solidarity driven, educational, socially engaged art project within an art institution. Utilizing qualitative methods and institutional ethnography, the study examines the relationship between The Silent University within Tensta konsthall. The research uses three guiding questions: 1) How can The Silent University and its integration into Tensta konsthall be interpreted as a socially engaged, transformative, and performative artwork?; 2) How has the implementation of The Silent University at Tensta konsthall evolved since its inception?; 3) What is the current status of The Silent University as a socially engaged project and artwork within the context of Tensta konsthall? The first question is answered by employing Umberto Eco's concept of "open" works and Claire Bishop's analysis of socially engaged art and uses secondary sources as material. The second question is approached through interviews with Fahyma Alnablsi and Emily Fahlén. Drawing from Michel de Certeau’s concepts of "tactics" and "strategies," as well as Sara Ahmed's notions of the "stranger" and community building, the second chapter explores the project's evolving dynamics and potential tensions since its establishment. In response to the third question, the discussion synthesizes The Silent University's journey at Tensta konsthall, underscoring its evolution and present condition. Findings highlight The Silent University's classification as an "open" and transformative artwork. It has transitioned from a primarily educational focus to a more socially engaged approach within the framework of Tensta konsthall. The project's sustainability is closely intertwined with Alnablsi’s involvement and engagement, thus posing both a strength and a challenge. In essence, this thesis dissects The Silent University's role within Tensta konsthall, delving into its transformative artistic, educational, and social facets, thereby contributing to a deeper understanding of the interplay between socially engaged art, institutions, and community dynamics.