The aim of this study is twofold: firstly, to give a general and broad picture of the painter, W.H. Coetzer as a person and as an artist; secondly, to stress the cultural historic importance of his work. His faithful execution of events in the history of our nation has contributed significantly to the history of South African Art. He inherited his artistic talent solely from his mother. His youth was a time of hardships. His father died when Coetzer was still young. Notwithstanding his duties in supporting his family he turned his back upon a career of wagon-building and dedicated himself with self-assurance exclusively to the art of painting. After numerous initial setbacks his work came to the notice of a few prominent Johannesburg art connoisseurs in 1928. Through their active aid Coetzer could study intermittently at schools of art in London between the years 1925 and 1934, where he received a course aimed at thorough academic training. Returning to South Africa, a period of hardships followed. It was a struggle to have his work accredited. In these years he started feeling it a calling to fulfil a national role as artist. He undertook a thorough study of the history of South Africa and more specifically of the Great Trek. He followed the various routes of the Voortrekkers, making numerous sketches and notes on the way. Con¬sequently, within a few years, he received several commissions from public institutions. To commemorate the historic Trek by wagon (1938) and the inauguration of the Voortrekker Monument (1949), he designed a series of special stamps, dust-covers for publications and various memento's. These brought him acknowledgement as a "national" artist. Coetzer's sketch designs for the historic frieze in the Monument served as the first-indicators and contributed to the unity-existing in the work today. Apart from commissions for portraits of personalities of national importance, public demand for his landscape and still-life paintings increased rapidly. After his marriage in 1942 he came to own, for the first time, a spacious and well-equipped studio. Coetzer's six most frugal years as creative artist were devoted to the designing of the series of tapestries in the Voortrekker Monument. This creation can perhaps be regarded as the climax of his cultural historic art. Coetzer's admiration for the Trekker leader, Louis Trigardt, inspired the creation of his last and biggest mural, "For you, South Africa", painted for the T.P.A. Building in Pretoria. Although known for his works on an historic level, Coetzer is not bound by this theme which required factual rigidity; today he paints according to the inspiration of the moment and for the pleasure it gives him. As a versatile artist adept in handling various media of art, the past forty years have witnessed paintings of divergent nature. His landscapes vary from grandiose, impressive mountain scenes to humble interpretations of Highveld winter lanscapes. It is, however, his Still-life paintings that assert his skill as artist most highly. Today W.H. Coetzer's paintings are resplendent in many public and private collections and will always testify to the history of his nation and will serve as herald to the beauty of his native land. / AFRIKAANS : Die doelstelling met hierdie studie is tweeledig: Eerstens om ‘n algemene en oorsigtelike beeld van die skilder W.H. Coetzer as mens en kunstenaar te gee; tweedens om sy kultuurhistoriese betekenis te benadruk. Met sy uitbeelding van gebeurtenisse uit ons volksgeskiedenis, en die histories-korrekte, realistiese weergawe daarvan, het W.H. Coetzer ‘n groot kultuurhistoriese bydrae tot die Suid-Afrikaanse kunsgeskiedenis gelewer. Hy het sy kunsaanleg uitsluitlik van sy moeder geëerf. Sy jeugjare is gekenmerk deur swaarkry. Sy vader het hulle vroeg ontval. Nie-teenstaande sy verpligtinge om te help met die onderhoud van sy familie, het hy met kenmerkende selfvertroue die wamakery in 1925 laat vaar en hom voltyds op ‘n kunsloopbaan toegelê. Na herhaalde teleurstellings het sy werk in 1928 onder die aandag van ‘n paar Johannesburgse kunskenners gekom. Deur hulle daadwerklike hulp kon Coetzer, met onderbreking, van 1928 af tot 1934 aan Londense kunsskole studeer. Daar het hy deeglike, akademies-gerigte opleiding ontvang en goed presteer. Na sy terugkeer in Suid-Afrika volg ‘n periode van stryd om erkenning vir sy kuns. In hierdie jare ontwikkel by Coetzer die drang om as kunstenaar ‘n nasionale roeping te vervul. Hy onderneem ‘n deeglike studie van die Suid-Afrikaanse geskiedenis, veral die Groot Trek, en maak talle sketse en aantekeninge op sy reise langs die ou Voortrekkerroetes. Binne ‘n paar jaar verwerf hy op hierdie wyse verskeie opdragte van publieke instansies. Vir die Historiese Ossewatrek (1838), en die Inwyding van die Voortrekkermonument (1949), ontwerp hy reekse spesiale posseëls, stofomslae vir publikasies en ‘n verskeidenheid aandenkings. Dit het vir horn erkenning as „volkskilder” meegebring. Coetzer se sketsontwerpe vir die Historiese Fries in die monument het die eerste aanwysing gegee en bygedra tot die eenheid wat vandag in die werk bestaan. Benewens opdragte vir portrette van nasionale figure het die publieke aanvraag steeds toegeneem vir sy landskap- en stilleweskilderye. Na sy huwelik in 1942 beskik hy vir die eerste keer oor ‘n ruim en goedtoegeruste ateljee. Aan die ontwerpe vir die Voortrekkermuurtapisserie vir die Voortrekkermonument het Coetzer ses van sy rypste jare as skeppende kunstenaar gewy. Dit kan bestempel word as die hoogtepunt van sy kultuurhistoriese werk. Coetzer se bewondering vir die Trekkerleier Louis Trigardt het die tema vir sy grootste, en laaste, kultuurhistoriese skildery bepaal, naamlik die muurskildery „Vir jou, Suid-Afrika" vir die Provinsiale-gebou in Pretoria. Wat betref sy persoonlike kuns is Coetzer nie gebonde aan enige beperkende opdrag wat historiese korrektheid vereis nie; vandag skilder hy volgens eie ingewing en vir sy plesier. As veelsydige kunstenaar wat bedrewe is in die hantering van ‘n verskeidenheid kunsmedia, lewer hy oor die afgelope meer as veertig jaar skilderye van uiteenlopende aard. Sy landskappe wissel van grootse, indrukwekkende bergtonele, tot die weergawe van eenvoudige Hoëveldse winterlandskappe. Dit is egter in sy stillewes wat sy kunstenaarskap in hoë mate bevestig word. W.H. Coetzer se skilderye pryk vandag in talle publieke- en privaat kunsversamelings en sal altyd die geskiedenis van sy volk verkondig en die skoonheid van sy land besing. / Dissertation (MA)--University of Pretoria, 2011. / Visual Arts / Unrestricted

Nature reserves in the City of Tshwane are under threat from ecological and historically significant decay due to the less defined nature of these landscapes. Architecture in form, function and technology can be developed in the in-between of nature and urban to act as conservator for these nature reserves. Utilizing the natural resources of nature to produce products for the urban dweller within a space that conserves the historical protective layers of the site. The space of interaction between nature and urban becomes the conservator, acting as active protector in terms of sustainable production, education and urban dweller interaction with the nature reserve and its continuous history of protection. / Natuurreservate in die stad Tshwane word bedreig deur ekologiese en historiese betekenisverval weens die minder gedefinieerde aard van hierdie landskappe. Argitektuur in vorm, funksie en tegnologie kan ontwikkel word in die tussen ruimte van natuur en stedelike gebiede om as natuurbewaarder vir hierdie natuurreservate op te tree. Die natuurlike hulpbronne van die natuur kan gebruik word om produkte vir die stedelike inwoner te produseer binne ‘n ruimte wat die historiese beskermende lae van die terrein laat voortduur. Die ruimte van interaksie tussen natuur en stedelike word die bewaarder, wat optree as ‘n aktiewe beskermer in terme van volhoubare produksie, opvoeding en stedelike inwoner interaksie met die natuurreservaat en sy voortgesette geskiedenis van beskerming. / Mini Dissertation (MArch(Prof))--University of Pretoria, 2018. / Architecture / MArch(Prof) / Unrestricted

Over the last several decades, the field of education has the seen the introduction and normalization of high-stakes standardized testing as part of the educational routine. With this introduction, questions concerning how these standardized tests have altered the educational landscape for teachers remain. 'Teaching to the test' has become a household phrase, one that can have both positive and negative undertones. To better understand how teachers negotiate the influences over their curricular and instructional decisions requires the studying of both their planning and implementation processes as well as how they interact with the official curriculum. Guiding this investigation are two comprehensive questions. How does a veteran teacher's understanding of historical significance impact how they ascribe value to the purpose, nature and utility of history as a school discipline over time and space? How tightly aligned are a veteran teacher's conceptions and perceptions of the purpose, nature and utility of history as a school subject with their observed pedagogical practices? This study sought to investigate the various influences over a teachers' curricular and instructional decision-making by building on previous research. Through interviews, surveys, classroom observations, and collecting documents, I was able to capture the planning and implementation routines of a veteran teacher. Through these methods, it was discovered that the multitude of influences were much more fluid and intertwined than first thought. This study sheds light on the web of influences teachers have to operate in on a daily basis. / Ph. D. / Over the last several decades, the field of education has the seen the introduction and normalization of high-stakes standardized testing as part of the educational routine. With this introduction, questions concerning how these standardized tests have altered the educational landscape for teachers remain. “Teaching to the test” has become a household phrase, one that can have both positive and negative undertones. In an attempt to better understand how teachers determine what is important enough to teach, this study investigates the planning and implementation processes of a veteran teacher. More specifically, this study sought to investigate the various influences over a teachers’ curricular and instructional decision-making by building on previous research. Within a high-stakes testing environment, is it as simple as “teaching to the test?” Through interviews, surveys, classroom observations, and collecting documents, I was able to capture the planning and implementation routines of a veteran teacher. Through these methods, it was discovered that the multitude of influences were much more fluid and intertwined than first thought. This study sheds light on the web of influences teachers have to operate in on a daily basis.

Cities keep expanding as people move towards more desired locations on the outskirts, resulting in abandoned, dead nodes within the city centre. These buildings are left to deteriorate, especially those of heritage and cultural importance. Designed with a very specific function in mind, industrial architecture is mostly removed from society, hidden behind infrastructure. The process and economics are what drives the architecture. But what happens when this industry fails, or become of no value to mankind? What is left behind except for the scarred ecology? This architecture that was specifically designed for this mono-functional purpose? Decay sets in: what was once a producer becomes no more than a relic - socially abandoned because it was never social to begin with. The growth in technology as well as the realization that many of the ways in which old industries used to function has had an immense negative effect on the environment. A calling for new, better ways of doing things were needed; though it has left our city landscapes scattered with industrial objects, from mine dumps to power plants, abandoned and without purpose. There is an ethical responsibility that should address this and to reactivate these areas by re-appropriating these nodes by making them into desired locations for businesses as well as residents. The challenge being in finding an appropriate use for such nodes that will help the city flourish. Re-appropriating such architecture will put a new focus and livelihood on it, as well as its surrounding precinct. By utilizing and re-appropriating the architecture, it will eliminate, or at least lessen, the chances of it becoming another abandoned monument. This dissertation will highlight and investigate the importance of industrial architecture as an object of heritage for South Africa. This will be done by looking at the manner in which the architecture at the Johannesburg Gas Works can be re-purposed and re-imagined in contributing to an ever-evolving city and its people, by giving the existing structures a new purpose. There is therefore a need to keep the heritage of the Gas Works alive because the architecture, and the site as such, has become obsolete to the purpose it was built for. / Mini Dissertation MArch(Prof)--University of Pretoria, 2018. / Architecture / MArch(Prof) / Unrestricted

Uppsatsen diskuterar fem historielärares erfarenhet av att arbeta med skönlitteratur ihistorieundervisningen samt deras syn på dess användbarhet och roll i historieämnet.Studien har använt en kvalitativ metod och det empiriska materialet har bestått av femintervjuer med fem olika historielärare. Materialet har transkriberats och genomgått bådesortering samt reducering med hjälp av kodning där erfarenheter av att använda skönlitteratur ihistorieundervisningen på gymnasiet, hur skönlitteratur använts samt vilka möjligheter ochsvårigheter som finns med att arbeta med skönlitteratur i historieundervisningen var det somsöktes. Resultatet analyserades med hjälp av tidigare forskning samt tre begrepp, historisksignifikans, historiskt perspektiv samt evidens, från Seixas och Mortons teori kring historiskttänkande.Resultatet visar hur de fem lärarna arbetat med skönlitteratur i historieundervisningen ochde många fördelar som finns med skönlitteratur i historieundervisningen. Framför alltskönlitteraturens möjligheter att skapa ett intresse för ämnet hos eleverna, möjligheter att arbetamed källkritik och historiebruk samt för att hjälpa elever att utveckla sitt historiskaperspektivtagande sågs som positivt. Den stora svårighet som nämndes var den tidsbrist somfinns i historieämnet på gymnasienivå vilket har lett till att skönlitteraturen inte används i denutsträckning som hade önskats av lärarna. / This paper discusses five history teachers experience working with fiction in history teachingas well as their views on its usefulness and role in the subject of history.The study has used a qualitative method and the empirical material has consisted of fiveinterviews with five different history teachers. The material has been transcribed and then beensorted and reduced with the help of coding, where experiences of using fiction in historyteaching at upper secondary school, how fiction has been used and what opportunities anddifficulties there are in working with fiction in history teaching were what was sought. Theresult was analyzed using previous research and three concepts, historical significance,historical perspective, and evidence, from Seixas and Morton’s theory of historical thinking.The result shows how the five teachers worked with fiction in history teaching and themany advantages of using fiction in history teaching. Above all, fiction’s opportunities to createan interest in the subject among the students, opportunities to work with source criticism andthe use of history and to help the students develop their historical perspective-taking were seenas positive. The major difficulty that was mentioned was the lack of time in the history subjectat upper secondary school level, which led to fiction not being used to the extent that mighthave been desired by the teachers.

O objetivo do estudo foi compreender como estudantes do ensino fundamental mobilizam elementos e operações do pensamento histórico suscitados pelo desafio de narrar a história do Brasil. A tarefa enfrentada pelos sujeitos da pesquisa provocou uma série movimentos cognitivos: selecionar eventos, personagens, períodos e conceitos na longa temporalidade, interpretá-los e articula-los num relato explicativo que servisse de orientação para o interlocutor. Para consecução dos objetivos propostos, a investigação partiu da reflexão sobre as relações entre pensamento e linguagem, tomando as formas narrativas como ferramentas culturais fundamentais no processo de desenvolvimento cognitivo e na aprendizagem. Com essa premissa, foram discutidas as especificidades da narrativa na produção do conhecimento histórico, suas relações com a aprendizagem histórica e a formação do pensamento/consciência histórica, tendo como referencial teórico principal as proposições de Jörn Rüsen (2001, 2009) sobre a constituição narrativa do conhecimento e pensamento histórico e das estruturas da consciência histórica. No percurso metodológico de caráter qualitativo buscou-se articular os aportes de Rüsen com referenciais oriundos de pesquisas empíricas, notadamente as realizadas pela Educação Histórica no Brasil e em Portugal, de modo que subsidiassem a análise dos materiais escritos recolhidos em oito turmas da oitava série/nono ano de uma escola da rede municipal de São Paulo em 2010 e 2011. Foi realizada a descrição e análise dos marcadores históricos (acontecimentos, agentes, temporalidades e espaços), caracterizados como conteúdos e conceitos históricos substantivos estruturantes e das formas de sua articulação nas narrativas coletadas. A análise e reflexão desses elementos possibilitaram a identificação de perfis das estruturas narrativas dos estudantes e das perspectivas de atribuição de significância histórica. Desse modo foi possível evidenciar a compreensão e interpretação dos estudantes sobre o passado e a história, auxiliando no entendimento de elementos e processos de formação do pensamento e da consciência histórica no grupo investigado. / The aim of this study was to understand how students from basic education mobilize elements and historical thinking operations raised by the challenge of narrating the History of Brazil. The task faced by the researched actors led to a series of cognitive movements: events selection, characters, periods and concepts in long temporality, interpret them and articulate them in a explanatory account that would provide guidance to the interlocutor. For the attainment of the proposed aims, the research started from a reflection about the relations between think and language, taking the narrative shapes as fundamental cultural tools in the cognitive development process and learning. By this premise, was discussed the specificities of narrative in historical knowledge production, their relations with historical learning and the historical thinking /consciousness, taking as main theoretical the propositions of Jörn Rüsen (2001, 2009) about the creation of knowledge and historical thinking, and structures of historical consciousness. In a qualitative methodological approach sought to articulate the contributions of Rüsen with references from empirical research, especially those carried out by history education in Brazil and Portugal, so that subsidize the analysis of written materials collected in eight classes of eighth grade / ninth year of a municipal school of Sao Paulo in 2010 and 2011. Was performed an analysis and description of historical markers (events, agents, temporalities and spaces), characterized as substantive historical content and structuring concepts and forms of its articulation in the narratives collected. The analysis and discussion of these elements allowed the identification of profiles of the narrative structures of students and assignment prospects of historical significance. Therefore it was possible to demonstrate the students understanding and interpretation of the past and history, assisting in the understanding of elements and formation processes of historical thinking and consciousness in the investigated group.

O objetivo do estudo foi compreender como estudantes do ensino fundamental mobilizam elementos e operações do pensamento histórico suscitados pelo desafio de narrar a história do Brasil. A tarefa enfrentada pelos sujeitos da pesquisa provocou uma série movimentos cognitivos: selecionar eventos, personagens, períodos e conceitos na longa temporalidade, interpretá-los e articula-los num relato explicativo que servisse de orientação para o interlocutor. Para consecução dos objetivos propostos, a investigação partiu da reflexão sobre as relações entre pensamento e linguagem, tomando as formas narrativas como ferramentas culturais fundamentais no processo de desenvolvimento cognitivo e na aprendizagem. Com essa premissa, foram discutidas as especificidades da narrativa na produção do conhecimento histórico, suas relações com a aprendizagem histórica e a formação do pensamento/consciência histórica, tendo como referencial teórico principal as proposições de Jörn Rüsen (2001, 2009) sobre a constituição narrativa do conhecimento e pensamento histórico e das estruturas da consciência histórica. No percurso metodológico de caráter qualitativo buscou-se articular os aportes de Rüsen com referenciais oriundos de pesquisas empíricas, notadamente as realizadas pela Educação Histórica no Brasil e em Portugal, de modo que subsidiassem a análise dos materiais escritos recolhidos em oito turmas da oitava série/nono ano de uma escola da rede municipal de São Paulo em 2010 e 2011. Foi realizada a descrição e análise dos marcadores históricos (acontecimentos, agentes, temporalidades e espaços), caracterizados como conteúdos e conceitos históricos substantivos estruturantes e das formas de sua articulação nas narrativas coletadas. A análise e reflexão desses elementos possibilitaram a identificação de perfis das estruturas narrativas dos estudantes e das perspectivas de atribuição de significância histórica. Desse modo foi possível evidenciar a compreensão e interpretação dos estudantes sobre o passado e a história, auxiliando no entendimento de elementos e processos de formação do pensamento e da consciência histórica no grupo investigado. / The aim of this study was to understand how students from basic education mobilize elements and historical thinking operations raised by the challenge of narrating the History of Brazil. The task faced by the researched actors led to a series of cognitive movements: events selection, characters, periods and concepts in long temporality, interpret them and articulate them in a explanatory account that would provide guidance to the interlocutor. For the attainment of the proposed aims, the research started from a reflection about the relations between think and language, taking the narrative shapes as fundamental cultural tools in the cognitive development process and learning. By this premise, was discussed the specificities of narrative in historical knowledge production, their relations with historical learning and the historical thinking /consciousness, taking as main theoretical the propositions of Jörn Rüsen (2001, 2009) about the creation of knowledge and historical thinking, and structures of historical consciousness. In a qualitative methodological approach sought to articulate the contributions of Rüsen with references from empirical research, especially those carried out by history education in Brazil and Portugal, so that subsidize the analysis of written materials collected in eight classes of eighth grade / ninth year of a municipal school of Sao Paulo in 2010 and 2011. Was performed an analysis and description of historical markers (events, agents, temporalities and spaces), characterized as substantive historical content and structuring concepts and forms of its articulation in the narratives collected. The analysis and discussion of these elements allowed the identification of profiles of the narrative structures of students and assignment prospects of historical significance. Therefore it was possible to demonstrate the students understanding and interpretation of the past and history, assisting in the understanding of elements and formation processes of historical thinking and consciousness in the investigated group.

Akademiska Hus håller tillsammans med Luleå tekniska universitet på att utveckla ett nytt kvarter på universitetsområdet i Luleå idag. Det nya kvarteret som går under arbetsnamnet Deltakvarteret befinner sig fortfarande i ett tidigt skede i byggprocessen och det finns därmed ingen färdig utformning av kvarteret och den kommande byggnaden idag. I dagsläget finns endast ett flertal skissförslag på hur kvarteret skulle kunna utformas. Syftet med det här examensarbetet var därmed att undersöka hur ett entréområde kan gestaltas samt att ta fram specifika riktlinjer för hur Deltakvarterets nya huvudentré kan utformas. För att besvara forskningsfrågorna och uppfylla studiens syfte utfördes en litteraturstudie samt en platsanalys av den plats där den nya huvudentrén till Deltakvarteret ska placeras. Litteraturstudien hade tre olika perspektiv: entréns betydelse genom tiderna, vilka regelverk som styr utformningen av entréer i Sverige idag samt hur det nordiska klimatet i Sverige påverkar utformningen. Platsanalysen utfördes utifrån Jan Gehls analysmetod 12 kvalitetskriterier vilken bygger på en checklista för att bedöma hur välfungerande och inbjudande det offentliga rummet är. Syftet med platsanalysen var att undersöka de styrkor och svagheter som det blivande entréområdet har idag för att ta fram riktlinjer som kan stärka eventuella svagheter. Litteraturstudien visade på att entréer till byggnader har varit av stor betydelse genom tiderna då den bland annat har fungerat som ett sätt att visa på den status och makt som byggnadens invånare har i samhället. Däremot har dess utseende varierat efter de rådande arkitektoniska stilarna samt byggnadsteknikerna. Litteraturstudien visade även att det finns ett antal regelverk att förhålla sig till vid nybyggnation av en entré i Sverige idag, där framför allt Boverkets föreskrifter och allmänna råd är tillämpningsbara på entréer. Dock är de krav som ställs i BBR inte alltid tillräckliga och det kan därmed krävas ytterligare anpassningar för att uppnå en bra tillgänglighet. I nordiska klimat krävs det att utformningen av både entréer och byggnader i sin helhet tar hänsyn till klimatet för att undvika de negativa aspekter som vinterklimatet annars kan medföra. Tre viktiga aspekter som identifierats var att hålla de varma temperaturerna inomhus och de kalla utomhus, skapa skydd mot kalla vintervindar samt att släppa in vintersolen i byggnaden. Gehl-analysen visade på att den studerade ytan till största del uppnådde en acceptabel nivå för de tolv kvalitetskriterierna enligt metoden, men att vissa åtgärder fortfarande krävs för att uppnå ett lyckat stadsrum. De åtgärder som krävdes var bland annat att skapa mer skydd mot obehagliga sinnesupplevelser samt att skapa fler möjligheter att stå och sitta ned i stadsrummet.  Studiens bidrag är att sammanfatta och lyfta de aspekter som är viktiga att ha i åtanke när en ny huvudentré till en offentlig byggnad utformas i Sverige idag, där såväl styrande regelverk för entréns utformning och de anpassningar som krävs för det nordiska klimatet som entréns betydelse för en byggnad inkluderas. Studien har även bidragit till att ta fram riktlinjer som Deltakvarteret kan förhålla sig till vid utformningen av dess nya huvudentré. / Akademiska Hus, together with Luleå University of Technology, is currently developing a new block on the university campus in Luleå. The new block, which goes by the working name the Delta Block, is still at an early stage in the construction process and thus there is no finished design of the block and the upcoming building today. At present, there are only several sketch proposals on how the block could be designed. The purpose of this thesis was to investigate how an entrance area could be designed and to develop specific guidelines for how the Delta Block's new main entrance could be designed. To answer the research questions and fulfil the purpose of the study, a literature study was performed as well as a site analysis of the place where the new main entrance to the Delta Block will be located. The literature study had three different perspectives: the importance of the entrance through the ages, the regulations that govern the design of entrances in Sweden today, and how the Nordic climate in Sweden affects the design. The site analysis was performed based on Jan Gehl's analysis method 12 quality criteria, which is based on a checklist to assess how well-functioning and inviting the public space is. The purpose of the site analysis was to examine the strengths and weaknesses that the future entrance area has today in order to develop guidelines that can strengthen any weaknesses. The literature study showed that entrances to buildings have been of great importance through the ages as it has, among other things, served as a way to show the status and power that the building's inhabitants have in society. However, its appearance has varied according to the prevailing architectural styles as well as the building techniques. The literature study also showed that there are a number of regulations to comply with when building an entrance in Sweden today, where above all the National Board of Housing, Building and Planning's regulations and general guidelines are applicable to entrances. However, the requirements set in the BBR are not always sufficient and further adjustments may be required to achieve good accessibility. In the Nordic climate, it is required that the design of both entrances and buildings takes the climate into account in order to avoid the negative aspects that the winter climate may otherwise entail. Three important aspects identified were keeping the warm temperatures indoors and the cold outdoors, creating protection against cold winter winds and to let the winter sun into the building. The Gehl analysis showed that the studied area largely achieved an acceptable level for the twelve quality criteria according to the method, but that certain measures are still required to achieve a successful urban space. The measures required included creating more protection against unpleasant sensory experiences and creating more opportunities to stand and sit down in the urban space. The study's contribution is to summarize and highlight the aspects that are important to keep in mind when designing a new main entrance to a public building in Sweden today, where both governing regulations for the design of the entrance and the adaptations required for the Nordic climate and the entrance's significance for a building are included. The study has also helped to develop guidelines that the Delta Block can use when designing its new main entrance.

The diploma thesis contains a brief overview of the historical development of the Holy Spirit Cathedral in Hradec Králové. In a rough outline discusses the historical, religious and cultural wealth created by several generations of our ancestors over the course of seven centuries. The diploma thesis contains a proposal of an educational program in the Cathedral of the Holy Spirit. The program is designed primarily for secondary school students. Considering the uniqueness of the place and its rich potential is there mentioned not only the uniqueness the history and architecture, but also the work of some important personalities of local social and religious life. An integral part of the educational program is the brief history of the church, its development and hierarchy. The contribution of Christianity to the education of the nation is not forgotten either. In this context the program leads to a closer knowledge of the cathedral and the life around it, and helps students overcome prejudices against Christianity ant the Church. It reveals the cathedral as a cultural and social connection. The main aim of this thesis is to enhance the importance of the Holy Spirit Cathedral in Hradec Králové as a historical, religious and cultural heritage of the nation. The educational program is designed to...

The aim of this study is to investigate Swedish upper secondary school teachers’ statements regarding reading and teaching choices in the English courses. The methods used were a survey in the form of a qualitative questionnaire, and a qualitative content analysis which was then applied to the survey data gathered. Reception theory and literary socialization theory were applied to the results. The four main research questions were: 1. What English literature do teachers in Swedish college preparatory programs choose for their students? 2. What English literature do teachers in Swedish vocational programs choose for their students? 3. What aspects of reception theory and literary socialization theory correspond to the teachers’ questionnaire answers regarding what skills they wish their students to acquire from reading English literature? 4. What are teachers’ attitudes towards students reading books of cultural, historical, and literary significance? The results concluded that there was no significant difference in the types of books chosen for the two programs. The college preparatory programs read a little more classical fiction, but the vocational courses did not lag far behind. When it came to the theories, a majority of teachers mentioned aspects brought up within literary socialization theory, while reception theory was barely touched upon. Books of literary, cultural, and historical significance were expected to be read in both the college preparatory and vocational programs. However, students in the college preparatory programs were expected to read these books slightly more than students in the vocational programs. One suggestion for future research is to examine the number of books teachers read within or outside of their preferred genre and how choice of genre may affect their literacy teaching in the classroom. / Syftet med den här studien är att undersöka svenska gymnasielärares läs- och undervisningsval i engelskundervisningen. Metoderna som användes var en enkätundersökning i form av ett kvalitativt frågeformulär och en kvalitativ innehållsanalys som sedan tillämpades på den insamlade enkätdatan. Receptionsteori och litterär socialisationsteori tillämpades på resultatet. De fyra huvudsakliga forskningsfrågorna var: 1. Vilken engelsk litteratur väljer lärare för elever på svenska högskoleförberedande program? 2. Vilken engelsk litteratur väljer lärare för elever på svenska yrkesprogram? 3. Vilka aspekter av receptionsteorin och litterär socialisationsteori stämmer överens med lärarnas enkätsvar om vilka färdigheter de önskar att deras elever ska förvärva genom att läsa engelsk litteratur? 4. Vilka är lärarnas attityder till att eleverna läser böcker av kulturell, historisk och litterär betydelse? Genom resultaten drogs slutsatsen att det inte fanns någon större skillnad i de typer av böcker som valdes för högskoleförberedande gentemot yrkesprogram. De högskoleförberedande programmen läste i ringa mängd mer klassisk skönlitteratur, men yrkesprogrammen hamnade inte långt efter. När det gällde teorierna nämnde majoriteten av lärarna aspekter som togs upp inom den litterära socialisationsteorin, medan aspekter inom receptionsteorin knappt berördes.Böcker av litterär, kulturell och historisk betydelse förväntades bli lästa i både de högskoleförberedande programmen och yrkesprogrammen. De högskoleförberedande programmen förväntades dock läsa dessa böcker i något större utsträckning än yrkesprogrammen. Ett förslag till framtida forskning är att undersöka hur många böcker lärare läser inom eller utanför den genre de föredrar och hur vald genreläsning kan påverka deras läs- och skrivundervisning (litteracitet) i klassrummet.