A Ética de Espinosa é uma ontologia do necessário, da qual se pode deduzir uma ontologia da alegria. Por isso mesmo, na experiência humana dos afetos, o processo liberador que leva à felicidade é determinado pela experiência da alegria. Tudo começa no campo mesmo das alegrias passivas, campo no qual a tristeza também marca a sua presença. Presença negativa, de um lado, na medida em que implica diminuição de nossa capacidade de agir e pensar; de outro lado, presença positiva, enquanto experiência docente: a tristeza, não por si mesma, mas por sua relação específica com a alegria, ensina o corpo e a mente a lidar melhor com as alegrias a que somos desde sempre determinados a buscar, nas suas mais diversas formas. Da contrariedade afetiva envolvida na experiência das alegrias e tristezas pode nascer um desejo de verdadeira felicidade. Mas o processo liberador é marcado igualmente pela presença de um certo tipo de alegria: a hilaritas, um contentamento muito particular, uma alegria equilibrada que concorda por excelência com a razão, cujo trabalho abre diante de nós as trilhas que levam à felicidade. A razão, porém, só pode realizá-lo enquanto afeto de alegria ela mesma. Neste caso, inicia-se o percurso liberador. / The Ethics of Spinoza\'s ontology of the necessary, from which to infer an ontology of joy. Therefore, in the experience of human emotions, the liberator process that leads to happiness is determined by the experience of joy. It starts in the field same of passives joys, field in which the sadness also mark their presence. Negative presence, a hand, as it involves reduction of our capacity to act and think, on the other hand, positive presence, while teaching experience: a sadness, not for itself but for its specific relationship with the joy, teaches body and mind to cope better with the joys that we are always determined to seek, in its various forms. The contrariety involved in the affective experience of joys and sadness can lead to a desire for true happiness. But the liberator process is also marked by the presence of a certain kind of joy: the hilaritas, a very special joy, a joy balanced that agrees with reason par excellence, whose work opens before us the trails that lead to happiness. The reason, however, can only accomplish it as affection of joy itself. In this case, will begin the liberator route.

In placing Joy Harjo and Natasha Trethewey in conversation with each other, my dissertation analyzes - alongside their poetry and prose - monuments, paintings, television, film, photographs, and performance as connected to understanding the impact of historical legacies on lived experiences within the empire of U.S. America. Toni Morrison's concept of recovering the "unwritten interior life" of the slave experience - a life hidden within slave narratives - assists in understanding the historical poetics of Joy Harjo and Natasha Trethewey as artists engaged in similar projects of reclamation. For Harjo this entails shedding a light on the weight of Native American histories for the descendants of survivors while contesting the myths that abound within popular culture regarding Native peoples. Trethewey's work intervenes within the public memory of the nation by centering on the inner-lives of African Americans as well as other people of color, stressing their various gendered and racialized experiences. The gaps within the records that each poet illuminates do not constitute a failure of history, per se, but rather emphasize limitations concerning traditional methodologies of history-writing. In order to further expand on this argument, throughout my work I rely upon certain ideas from 20th century ethical philosopher Emmanuel Levinas regarding our obligations to the past of the Other as well as the potential violence inherent within Western philosophical rhetoric regarding the Other. "Tending to the Past" argues that due to the gaps within the archival records we need multiple ways of approaching our history. The absence within the archives of the "emotional truths" or "interior lives" of historical subjects proves to emphasize the necessity for the poetic interventions of Joy Harjo and Natasha Trethewey.

This thesis explores the functions of laughter in Japanese communication. In orientation it contrasts markedly with previous studies and is the first study to have been based on such a large volume of data. In this paper I have focused on laughter as it serves to maintain a co-operative relationship between the participants in a conversation. I find that in the process of communication, people necessarily have to lay themselves open to others, and in doing so they become conscious of the barrier surrounding and protecting their field, i.e. their �inner world�. I hypothesise that in Japanese at least it is consciousness of this barrier that causes the occurrence of laughter in discourse. In other words, people laugh as part of the process of opening up to others, and also to show their intention to be co-operative. By laughing, people are either confirming that they belong to the same in-group, or they are pretending to belong to the same in-group in order to show co-operation. In my model, laughter is classified: A: Joyful laughter for identifying with the in-group B: Balancing laughter for easing tension C: Laughter as a cover-up. A is also divided into 3 subcategories, B into 3, and C into 2 according to the subject of the utterance and the direction of movement into the protective barrier. Two types of statistical analysis were applied to the data in order to the test the validity of the classification. Keywords: interpersonal communication; laughter; field; barrier; co-operation; joy; balancing; cover-up gender

<p>The study deals with three questions concerning attitudes to singing: When does the joy of singing with girls and boys change to a feeling of “I can not sing”? What is it that affects them? Are there any differences between girls and boys attitudes to singing?</p><p>A questionnaire with 12 questions about singing was distributed to 5 girls and 5 boys in (Swedish) grade 1, 4 and 8. It turned out that the girls in the study “play with singing” together or by themselves, while the boys are satisfied singing in school on music lessons. Because of this, the singing interest for boys gets lower and lower between 10 and 14 years. The girls keep their interest but their self esteem decreases. Comparing oneself with others becomes more and more important, as well as the ability to sing “good” and “correct”.</p>

During this life-history I met a person who was enthusiastic in her personality. You can see Marianne’s special and unique personality very well because of the method I have chosen. The purpose of writing about this subject is that children spend most of their time awake in school; thus it is important for me, as an educationalist, to discover the ones that are mistreated. This study is about how I can discover children who are not taken care of. The answer I found wasn’t what I expected when I started this study. The answers I got were hidden in her personal story by being an educationalist human being. Her life has been surrounded with love and consideration just like her work. Being genuinely interested in human beings but above all children has created this altruistic pedagogue Marianne. By putting my literature beside Marianne’s story, it was obvious to me that the only way to discover children that get hurt in life is to be an afflated pedagogue. / Mariannes entusiastiska person som jag fick glädjen att möta och ta del av, löper som en gyllene tråd genom det här arbetet som jag vill delge er. Att Mariannes speciella och unika personlighet kommer fram på det sätt som det gör, beror mycket på valet av metod. Metoden bygger på att man får ta del av en person på ett djupare plan- en livsberättelse. Syftet att skriva om detta ämne är för det är viktigt hur jag som pedagog kan upptäcka de barn som far illa, eftersom barnen tillbringar den största delen av sin vakna tid i skolan. Arbetet handlar om hur jag som pedagog kan se/upptäcka barn som inte mår bra. Jag fick ett svar men det kom inte fram på det sättet jag räknade med. Svaret jag istället möttes av var inlindade i Mariannes engagerade berättelse om sitt liv som pedagog och människa. Jag möttes av en människa vars uppväxt var präglad av kärlek och omtanke som hon senare tagit med sig i sin pedagogik under 40 år. Att vara genuint intresserad av människor, men framför allt av barn har skapat den altruistiska pedagogen. Genom att ställa min litteratur bredvid Mariannes berättelse stod det klart för mig att sättet att upptäcka barn som far illa är att vara en besjälad pedagog.

The goal of this study is to examine what five teacher’s impression of the teacher’s role is in their previous years. How important the “joy at work” is in relation with the educational progress? And what aspects that contributes to the” joy at work” and what obstacles that stops them. The essay will also go through the concepts of a teacher role, with connection to the theoretical perspectives of Csikszentmihalyi’s Flow and Antonovsky’s Salutogenesis (KASAM). The method I used was interviewing five teachers and I used Larsen’s chapter of “content analysis” as a basis, I also used Flow and KASAM as theoretical references in my analysis. I focused to analyze the teacher’s “joy at work” and find a solid impression of what a teacher role is. My result was that the student’ knowledge development made the teachers ease in joy with their work, and working this way was making the environment a better place to work with. The teachers had a strong KASAM and a good feeling of Flow and contribute to the “joy at work” with each other, which makes “joy at work” an important aspect for the working environment.

The study deals with three questions concerning attitudes to singing: When does the joy of singing with girls and boys change to a feeling of “I can not sing”? What is it that affects them? Are there any differences between girls and boys attitudes to singing? A questionnaire with 12 questions about singing was distributed to 5 girls and 5 boys in (Swedish) grade 1, 4 and 8. It turned out that the girls in the study “play with singing” together or by themselves, while the boys are satisfied singing in school on music lessons. Because of this, the singing interest for boys gets lower and lower between 10 and 14 years. The girls keep their interest but their self esteem decreases. Comparing oneself with others becomes more and more important, as well as the ability to sing “good” and “correct”.

Julia Fransson och Amanda Knutsson Rörelseglädje Hur förskollärare arbetar för att locka fram rörelseglädjen hos barn i förskoleklass. Antal sidor: 28 _______________________________________________________________________ Syftet med denna uppsats är att undersöka hur förskollärare i förskoleklass planerar och arbetar för att skoldagen ska innehålla fysisk aktivitet där alla barn inspireras och känner rörelseglädje. På vilket/ vilka sätt arbetar förskollärarna för att få barn i förskoleklass att känna rörelseglädje och utveckla en fortsatt hälsosam livsstil? Vilka barn i förskoleklass uppfattar förskollärarna inte har funnit rörelseglädjen? För att få svar på dessa frågor genomfördes kvalitativa intervjuer med åtta förskollärare som arbetar i förskoleklass. Av dessa arbetar samtliga för att alla barn ska få känna rörelseglädje. Genom intervjuerna framgick det att detta arbete sker genom att stötta barnen och få in spontan rörelse i den dagliga verksamheten. Det är viktigt att arbeta med saker barnen är bra på för att på så sätt stärka deras självförtroende och självkänsla. Oftast är det de barn som är väl utvecklade motoriskt som uppskattar rörelseaktiviteter och därmed känner glädje. Resultatet visar att barn påverkas hemifrån och deras inställning till fysisk aktivitet är oftast liknande deras föräldrars.

Abstract In a 1997 review, James Berger not only clearly points out the proliferation of trauma study in the 1990s but also professes that the representation of trauma would be more easily detected, analysized, and understood with immersion in literary texts. Therefore, in this thesis, I draw upon the ideas of historical trauma, psychological trauma, structural trauma and trauma responses in the five theoretical works¡XJudith Lewis Herman¡¦s Trauma and Recover (1992), Ronald Granofsky¡¦s The Trauma Novel: Contemporary Symbolic Depictions of Collective Disaster (1995), Tedeschi, Richard G. and Lawrence G. Calhoun¡¦s Trauma and Transformation: Growing in the Aftermath of Suffering (1995), Cathy Caruth¡¦s Unclaimed Experience: Trauma, Narrative, and History (1996) and Dominick LaCapra¡¦s Writing History, Writing Trauma (2001)¡Xto analysize the issue of trauma as revealed in John Okada¡¦s No-No Boy and Joy Kogawa¡¦s Obasan. The two texts differ in time and space but share the same historical trauma evoked by the aftereffect of the war and the violence of the governments¡¦ racially-oriented discrimination policy that results in the Nikkei¡¦s psychological trauma. Okada presents white American racial ascendancy in the 1950s, while Kogawa tackles Canadian governmental dominance in the 1980s. Both writers are concerned with the relationship between collective persecution and individual trauma during/after World War Two and both try to empower as well as give voice to those who have been traumatized by social and familial forces. Reading the two novels as an exploration of the Nikkei¡¦s postwar experience, this thesis first contends that underlying the Nikkei¡¦s trauma is the internment experience that leads to the occurrence of racial discrimination and identity crisis in the Nikkei community. Secondly, in the light of historical trauma and psychological trauma, this thesis analyzes the trauma responses which normally take shapes in the forms of conflict, avoidance, guilt, flashbacks, dreams, numbing or amnesia in the minds of traumatized people after long years of struggling. However, instead of regarding these responses to be obstacles, this thesis proposes that the trauma responses are great reinforcement for the survivors to cope with the trauma memory and to reconcile with the trauma history. Through discussion of trauma response, this thesis suggests that the Nikkei would work through the process of experiencing the symptoms of trauma and slowly reach the level of recovery and transformation. That is, a resolution of the Nikkei¡¦s rebirth would be possible when the Nikkei overcome the threat of trauma and develop a hope of reconciliation for their upcoming future.

Children's language development is highly connected to the success of every school. Especially when it comes to the children learning reading and writing skills, regardless of what method the schools use in order to achieve this. An early intervention can facilitate the learning of reading comprehension. Reading aloud and playing with the language learning is the greatest gift we can give our children and students. Children learn how to use a book by turning the pages and see how the words and texts are structured. Together you create a moment of closeness and discover how you can share your thoughts and experiences using pictures and words in the book. The purpose of this study is to gain insight and understanding into how teachers motivates and leads the children towards the discovering their own joy of reading. These also include those children that would rather play than sitting still listening to children's literature. The survey is a series of interviews with six class teachers from pre-schools in a suburb south of Stockholm. The result shows that teachers believe that reading aloud and having follow up book talks are an important part of capturing children’s interest for reading, especially children who do not have their own motivation to be involved in learning to enjoy books. Reading aloud using intonation and different voices stimulates children's curiosity, and in turn this results in children themselves getting involved in the narration.