Reading the book Perform or Else by Jon Mckenzie along with the social distancing, isolation, and all the ongoing challenging and forced experiences of the 2020-21 Covid-19 pandemic era, on one hand, and my interests in performance art and physicality, on the other hand, made me think how can I create a work that represents an image of the body, the concept of action, and the idea of togetherness which are all essential for performance art, and/or for any performance. All art disciplines combine theory and practice in order to depict the relationship between bodies, art, and education, and as history proves, theory is always intended to be put into practice. The theoretical and practical in this written thesis begins with its title This Is Not a Thesis; continues by furthering the idea of Perform or Else, asking instead Thesis or Else; and goes on to serve its purpose of being a theoretical concern, a narrative, a genre in and of itself, an exercise in authorship, and furthermore, function as a documentation of documentation of my art – performance – practice. The series of written pieces, performances (rejected proposals), and images (documents) compiled here are meant to create a space between authorship and performance art. This Is Not a Thesis demonstrates the rejection and acceptance of the same thing at the same time.

This diploma thesis is focused on engaged art in the Prague public space after 2000. The theoretical part deals with the characteristics of engaged art and artivism and places them in the context of civil society. It describes the participants dealing with engaged art in Prague after 2000, the topics of the participant's interventions and the tactics they use for their implementation. The empirical part offers, based on biographical research and ethnography, an perspective of the participants. It describes their motivations leading to the creation of interventions, their relationship to public space and to the audience. Work deals with the goals of their activities and focuses on their own concept of success. Last but not least, the thesis is focused on the political orientation of the participants. The thesis thus provides a comprehensive view of contemporary engaged art and pursues on its important role in our society.

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Syftet med denna studie är att undersöka om lärare, verksamma i årskurs 1-3, tillämpar läsfrämjande metoder och arbetssätt i sin undervisning. Studien syftar även till att undersöka om och hur dagens läsundervisning påverkas av elevers läsintresse. Ansatsen är både kvalitativ och kvantitativ där lärare, genom semistrukturerade intervjuer och en enkätundersökning, möjliggjort datainsamlingen. Resultatet visar att lärare tillämpar läsfrämjande metoder och arbetssätt för att stimulera elevers läsintresse. Resultat visar också hur lärare anser att de inte hinner arbeta med läsning som de önskar och att elevers läsintresse till viss del påverkar en del lärares dagliga undervisning negativt.

Institutions of higher education are widely known to be places that help solve the problems of society; however, few college professors seem to practice engaged scholarship after receiving tenure. In a time of decreased funding for public higher education institutions and increased competition for students with private institutions, public higher education institutions would do well to maintain their images as community partners. In this regard, public institutions need to know whether engaged scholarship among the professoriate has decreased, why this may be occurring, and how to inspire professors to create positive social change. This qualitative case study applied Frederick Herzberg's motivational theory of job satisfaction on engaged scholarship and tenure to determine the extent to which faculty members practice engaged scholarship pretenure and posttenure. The main research question addressed was whether the study participants perceived a negative relationship between tenure status and engaged scholarship. Fourteen face-to-face interviews of faculty and administrators, obtained through purposeful convenience sampling, provided the answer to this and other questions. Interviews were coded according in alignment with the methods used in the Herzberg study in 1959. The data analysis revealed institutional issues to address, specifically, to include institutional support for engaged scholarship and the accuracy of perceived administrative and faculty workloads. From this analysis, a comprehensive engaged scholarship program evolved that, on implementation, would address the concerns of the participants and increase faculty engaged involvement in scholarship that higher education institutions can continue to contribute to positive social change.

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Indiana University-Purdue University Indianapolis (IUPUI) / This research provided understanding of the concept civic-minded professional. A civic-minded professional is one who is(a)skillfully trained through formal education, with (b) the ethical disposition as a social trustee of knowledge, and (c) the capacity to work with others in a democratic way, (d) to achieve public goods. Forty-four items were developed for the Civic-Minded Professional scale based on a multi-disciplinary literature review. The scale was part of an online survey distributed to a national sample of faculty in higher education (n=373)to evaluate the reliability (alpha = .95) and validity of the scale. Exploratory factor analysis reduced the scale to thirty-two item and five factors (i.e., voluntary action, citizenship, social trustee, identity and calling, consensus building).

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Community engagement in health assessment enables researchers to better understand and prioritize community needs. The value of community engagement is increasingly documented; however, few studies engage youth. Research and assessments are often done for youth, but not with youth. Youth bring a unique contextual lens to community issues; without engagement, the likelihood that resultant efforts would be accepted by or appropriate for youth decreases. This dissertation explores opportunities and methodological approaches for, and contributions and feasibility of engaging youth in non-profit hospital community health needs assessments (CHNAs) mandated through the Affordable Care Act. This study has three specific aims, utilizing multiple methodological approaches: • Aim 1: Assess the current level of youth engagement, and prevalence of youth-focused priority areas in Massachusetts CHNAs. CHNAs were reviewed and analyzed using the Community Health Improvement Data Sharing System’s community engagement template. • Aim 2: Compare assessment results of focus groups and participatory photo mapping (PPM) in documenting youth observations of Boston community conditions. Three focus groups and PPM processes engaged 46 high-school age youth. Data were qualitatively compared, with attention to youth-identified community assets, concerns, and recommendations. • Aim 3: Compare youth results with existing CHNAs and identify potential contributions of youth engagement. Using the social determinants of health framework, youth recommendations were compared to Boston hospital community health improvement (CHI) publications to observe the convergence and divergence of priorities. While all MA hospitals minimally complied with required CHNA community engagement criteria, there was no standard practice or approach. 20% of CHNAs engaged youth, primarily through focus groups; yet, 80% of CHNAs that identified priorities included youth-focused priorities. Youth-driven results focused upon social determinants of health factors; furthermore, PPM results provided more detailed and granular CHI recommendations. Youth-identified CHI recommendations complemented those identified by hospitals, indicating that youth engagement can potentially strengthen CHI priorities and identify salient strategies for addressing youth health, specifically. Findings can be extrapolated to the many institutions conducting assessments, including health departments and Community Action Agencies. Findings will be disseminated through a series of practice briefs that make recommendations to hospitals, assessment practitioners, and youth organizations to consider for future efforts.

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