Abstract: This thesis is a comparative analysis of the apocalypse as a theme in four novels, two American and two Quebecois. Originally a biblical myth, apocalyptic tales are comprised of three narrative aspects defined Bertrand Gervais as Crisis, Time, Meaning / Sense. The four novels are analyzed individually according to these three elements. The American novels correspond to the more traditional pattern of the myth in which the world faces mass destruction followed by the survival of of the chosen-ones who will experience redemption. Contrarily, the two others demonstrate the conceptualization and representation of the traditional myth of the apocalypse towards a modern analogy of transformation of individuals within a profane world; one in which the mythical becomes farcical.||Résumé : Cette étude porte sur l’analyse comparée du thème de 1’apocalypse dans quatre romans, deux Américains et deux Québécois. Mythe biblique a 1’origine, le récit de I ’Apocalypse comporte trois éléments narratifs bien définis par Bertrand Gervais soient la Crise, le Temps et le Sens. Les quatre romans sont envisages, l’un a la suite de l’autre, en fonction de ces trois éléments. II en ressort que deux d’entre eux correspondent au schéma plus traditionnel du mythe avec sa destruction massive du monde suivi du choix d’élus qui auront la chance de connaitre la rédemption. Les deux autres, par contre, démontrent 1’evolution du mythe traditionnel de l’Apocalypse vers une analogie moderne de la transformation des individus dans un monde profane, ou le mythique devient même risible.

Abstract Affordance and choice: performing music in lower secondary school The purpose of this study is to elucidate affordances and meaning-making processes where students in Compulsory lower secondary education learn to play music together in music class. The data consists of a series of observed music lessons, performances and stimulated recall interviews in two 8th form classes, video recorded in the course of one term. The analysis focuses on students’ and their teacher’s musical interaction and sign making during music class. In order to explore multimodal aspects of sign making in teaching and learning, the study rests on a theoretical framework of social-semiotic multimodality and design theory of learning. Nine students, strategically selected, were observed more frequently than the rest. Excerpts of their singing and playing music on different occasions were transcribed into scores in which musical notation together with other graphic signs and written descriptions represent the events. The scores visualise mul- timodal aspects of musical interaction, which made a 'fine grained' analysis of meaning-making processes possible. Further, an analysis was made of how the students and their teacher expressed themselves about the playing and learning and how this related to their observed actions. The result reveals how the teacher’s physical and verbal communicative sign combinations and choice of repertoire conveyed several layers of mean- ing by means of instructions for playing and by references to different dis- courses and genres. During lessons the principle of recognition was present in all of the teacher's sign making but it might be expressed in different modes including expected actions that surprised, amused and helped students to link different musical parameters together. Through transmodal transla- tions of the teacher’s signs, students, linked short fragments of their parts together, and taking turns with the teacher, made longer musical lines. It was found that students’ activities and utterances indicated that a shared sense of meaning and acceptance took precedence over personal musical wishes and preferences. The study contributes to a close insight and understanding of how young people's meaning-making processes may be manifested in music 'teaching- and-learning' in heterogeneous classes, as well as of the significance of teachers’ sign-making in that process. The results of the study warrant a discussion of how musical learning is made possible and is restricted de- pending on how music teaching in schools is designed. Keywords: music teaching, musical interaction, meaning making, semiotic resources, re-design, transmodality, dialogue / <p>Disputationen äger rum på Kungl. Musikhögskolan i Stockholm men sker i samarbete med Lunds universitet.</p>

This dissertation aims to analyse how spatial design affects experiences and meaning making in museums. The overarching question is what the spatial elements and forms within museums communicate to those who visit them. This is specifically explored in five museums in Rome: Museo dell’Ara Pacis, Palazzo Doria Pamphilj, Palazzo Massimo alle Terme, Centrale Montemartini, and MAXXI. The method used for analysing the museum spaces was based on observations that followed a method plan consisting of visiting the spaces on several occasions and describing the spaces and my own experiences of them with a focus on spatial aspects such as layout, disposition of exhibitions, material, volume, light, and colours. This also included conversations with first-time visitors, one in each of the five museums, about their experiences of the visit. My own experiences and the five visitors’ descriptions are analysed in dialogue with theoretical perspectives. The theoretical framework consists of perspectives from diverse academic disciplines. The most essential of these are museological aspects on museum experiences, authenticity, and spatial matters. Multimodality, semiotics, hermeneutics, and art-architecture theory are applied in relation to analysis of spatial factors and symbolic meanings as well as to authentic experiences and understanding of history. Phenomenological approaches to the body as the medium through which we perceive the world is central in this study. The five museums are treated and analysed individually in each of their chapters and the results reveal that although they are radically different from each other in terms of their contents and display concepts, they have corresponding factors in common. In the final chapter, the museums are discussed in relation to perspectives on spatial design in museums in a broader sense and the conclusions are drawn on a more general level. The discussions include aspects of authentic experiences of both historical and contemporary factors as well as on the issue of balance and imbalance in relation to museum spaces. Museum spaces are inseparable from their contents. Space and exhibition elements influence each other and meaning is formed in their relationship. When imbalanced, museum spaces might evoke sensations of confusion and frustration. When balanced, on the other hand, they can create atmospheres that evoke sensations of excitement, comfort, and curiosity. Museum spaces can stimulate the motivation to understand the exhibition context or encourage visitors to imagine themselves situated in another time and place. Different kinds of experiences occur when we are present in a museum, but it is not always obvious to us that spatial design is a contributing factor. The impact that spatial design has on our experiences and meaning making is considerable and as this study argues, there is reason to further acknowledge space as an essential element in museums. / <p>Av rättighetsskäl har några av bilderna inte publicerats i den digitala versionen av denna avhandling. För att se samtliga bilder, se den tryckta versionen.</p><p>For copyright reasons, some of the images have not been published in the digital version of this dissertation. To see all of the images, see the printed version.</p>

Bakgrund: Att vara äldre innebär förluster av många olika slag, bland annat fysiska förmågor, förlust av närstående, och förmågan att upprätthålla eller skapa nya relationer. På ett äldreboende är den äldre inte objektivt sett ensam, utan har alltid andra människor omkring sig. Trots det är det många äldre som upplever ensamhet sin sista tid i livet. Tidigare forskning har visat att det är av betydelse att vårdaren är lyhörd, öppen och visar ömsesidighet i vårdrelationen. Problem: För många ensamma äldre är vårdrelationen den enda relationen de har. Syfte: Att beskriva vårdrelationens betydelse för den ensamstående äldre på äldreboende. Metod: En systematisk litteraturöversikt utfördes på elva kvalitativa studier som analyserades med en beskrivande syntes. Resultatet visade att upplevelserna på äldreboendet för de äldre utan närstående påverkades mycket av vårdrelationen. Trivsel och uppfattningar om vårdkvalitén påverkades av vårdrelationen. Vidare påverkades deras känsla av mening och tillhörighet, och vårdrelationen var betydande för huruvida de äldre upplevde sig respekterade och bekräftade som unika individer. Det är viktigt att vårdarna förstår hur mycket vårdrelationen betyder för de äldres upplevelser och vidare forskning om ensamstående äldres upplevelser av ensamhet på äldreboendet är av yttersta vikt. / Background: Being older means losses of many kinds, including physical abilities, loss o fkin, and the ability to maintain or establish new relationships. At a nursing home, the elderly are not objectively alone, there’s always other people around. Despite this there are many older people who experience loneliness their last time in life. Previous research has shown that it is important that the caregiver is responsive, open and show reciprocity in the caring relationship. Problem: For many lonely elderly the care relationship is the only relationship they have. Aim: To describe the care relationships importance for the single elderly in retirement homes. A systematic literature review was performed on eleven qualitative studies that were analyzed using a descriptive synthesis. The results showed that the experiences of the elderly without relatives at the nursing home were greatly affected by the care relationship. Thriving and perceptions of quality of care were affected by the care relationship. Furthermore their sense of purpose and belonging were affected, and the caring relationship was significant for whether the elderly felt respected and affirmed as unique individuals. It is important that caregivers understand how much the care relationship means for older people's experiences and further research on single older people's experiences of loneliness in retirement homes is of utmost importance.

It is a terrible shock to parents when they hear from a medical specialist that their child is not normal like other children, bUt retarded. Such parents are traumatized to the same extent as other parents may be when they lose a child to death. They go through the same phases of shock, denial, anger and mourning. A complicating factor is that these parents cannot recover from this loss as they are reminded of this sorrowful fact on a daily basis and to an increasingly difficult level. The aim of this investigation is firstly to determine the effect that severely retarded child has on the functioning of the family. Secondly, to determine what the needs of such a family are in respect of pastoral care; and finally, to provide guidelines for the care of a family with a severely retarded child. This research Is based on the practical-theological model of Zerfass and comprises: • A basis-theory that reveals Biblical perspectives that have been researched about the topic; • A meta-theoretical assessment based on the literature survey (also in related fields), as well as empirical research. The empirical study Is based on a number of interviews that were undertaken with families who have severely retarded children; • Theory for application that proposes guidelines for the pastoral care of the family with a severely retarded child in their care. The research resuits reveal lacunas that exist in available literature in respect of pastoral care for families with a severely retarded child. It is also clear from the resuits of the empirical research that ignorance about this type of pastoral care is common. The conclusion of this research is that these families who have severely retarded children do not enjoy the benefit of proper pastoral care. This happens because both pastoral care-givers as well as members of the parish underestimate the influence that such a child has on the family. The research results could assist in educating people who are, to a large extent, Ignorant in this regard; as wen as equipping pastoral care-givers with guidelines to care for families with severely retarded children. / Thesis (Ph.D. (Practical Theology))--North-West University, Potchefstroom Campus, 2007.

This research explores the meaning that older persons ascribe to the friendships in which they engage. Previous research mostly focuses on the strain that the older population places on the self-reliant community. The older person is faced by many challenges, such as sickness, loss of social and emotional support and death. Friendships serve as a support for physical and emotional needs which could not always be addressed by the family. The aim of this research is to explore the type of friendships in which older persons prefer to engage and the meanings they assign to it. A qualitative study was identified as the most appropriate method and focus groups and personal interviews were used as methods of data collection. Data was analysed by means of thematic content analysis. Findings indicated that different types of friendships exist and that different meanings were attached to friendships. Meaning in friendships is promoted by trustworthy friends who are able to form a deepened level of connection through the support and the compassion they are able to give each other. The experience of connection in friendships is furthermore enhanced through mobility, proximity and technology that facilitate better emotional as well as physical support for the older individual. Informal friendships with younger people ensure that older people are more mobile and are able to maintain their friendships. It is also a great source of support in cases where family members are not able to provide support, due to whatever reason. Further exploration of the value of friendships is recommended, so as to plan more specific intervention strategies. Some insights have already been gathered in this study concerning the way in which mobility, proximity and modern technology can make it possible to sustain a friendship. Further studies could explore ways to empower older people through providing better mobility, proximity and the use of modem technology. Such studies may also explore the needs which an old age home fulfils, such as improving the residents' access to one another, for mutual support. Proximity might be a solution for the immobility experienced in the older community, and when older people are taught to use modern technology they will be enabled to maintain their friendships better. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2007.

The aim of this study was to explore God-belief as a source of meaning and psychological well-being qualitatively and through the review of literature. The study is embedded in the growing field of Psychology of Religion. In the first article, a literature overview regarding the field of Psychology of Religion, and specifically research done in the South African context, was reported. The key constructs spirituality and religiousness were investigated and defined. It was argued that traditional African religion and spirituality have unique characteristics and that Western, mostly Christian-based, research does not necessarily reflect the South African psycho-religious landscape. Articles published in the South African Journal of Psychology over the 10-year period 1997 to 2006 were analysed to ascertain the extent of South African research in this field. The necessity of continued research in this field in order to expand and enrich psychological discourse became clear. The second article investigated the reasons for humans' religiousness, the influence of religion on people's perspective on life and the importance of understanding the impact of religion on human functioning. It was shown that homo sapiens evolved to be religious and that religiousness therefore is a fundamental aspect of humanness. Untestable ontological and cosmological assumptions (mostly religiously informed) permeate people's worldviews and more or less unconsciously influence their decisions, their openness to new perspectives and their judgement and prejudices. This fact is not necessarily generally understood or recognised. The importance of helping professionals understanding their own assumptions and acknowledging those of their clients was illustrated in the context of education. The third article reported on the qualitative, interpretive case study in which the God-belief of a group of Christians from an African context was analysed and interpreted in terms of the participants' creation of meaning and their psychological well-being. Interviews were conducted with twelve participants, eight male and four female, ranging in age between twenty-five and sixty-five years, in sessions of between one hour and one and a half hours. The transcribed interviews, notes on personal reactions, insights, beliefs and discussions with knowledgeable individuals accumulated during the research process and noted in a research journal as well as literature were the sources of data for the thick description of the experiences of the participants. The description focused on participants' knowledge of God (God-concept), experience of their relationship with God (God-image) and their understanding of life. The contribution of their God-belief to their sense of meaning and psychological well-being was the leitmotiv of the description. The final conclusions were inter alia that the God-belief and mostly the God-image that participants hold, are a deep source of meaning, especially under unfavourable life circumstances and that aspects of participants' psychological well-being, e.g. a sense of self-worth, aspects of attachment and ability to cope with adversity, seem to stem from both the meaning that they create through their God-belief as well as the relationship they experience with their God. More South African research in the field of Psychology of Religion is called for, and professionals (e.g. therapists, clergy and educators) need to develop an understanding of and sensitivity to spirituality through their professional training. / Thesis (Ph.D. (Psychology))--North-West University, Vaal Triangle Campus, 2009.

The aim of this study was to explore God-belief as a source of meaning and psychological well-being qualitatively and through the review of literature. The study is embedded in the growing field of Psychology of Religion. In the first article, a literature overview regarding the field of Psychology of Religion, and specifically research done in the South African context, was reported. The key constructs spirituality and religiousness were investigated and defined. It was argued that traditional African religion and spirituality have unique characteristics and that Western, mostly Christian-based, research does not necessarily reflect the South African psycho-religious landscape. Articles published in the South African Journal of Psychology over the 10-year period 1997 to 2006 were analysed to ascertain the extent of South African research in this field. The necessity of continued research in this field in order to expand and enrich psychological discourse became clear. The second article investigated the reasons for humans' religiousness, the influence of religion on people's perspective on life and the importance of understanding the impact of religion on human functioning. It was shown that homo sapiens evolved to be religious and that religiousness therefore is a fundamental aspect of humanness. Untestable ontological and cosmological assumptions (mostly religiously informed) permeate people's worldviews and more or less unconsciously influence their decisions, their openness to new perspectives and their judgement and prejudices. This fact is not necessarily generally understood or recognised. The importance of helping professionals understanding their own assumptions and acknowledging those of their clients was illustrated in the context of education. The third article reported on the qualitative, interpretive case study in which the God-belief of a group of Christians from an African context was analysed and interpreted in terms of the participants' creation of meaning and their psychological well-being. Interviews were conducted with twelve participants, eight male and four female, ranging in age between twenty-five and sixty-five years, in sessions of between one hour and one and a half hours. The transcribed interviews, notes on personal reactions, insights, beliefs and discussions with knowledgeable individuals accumulated during the research process and noted in a research journal as well as literature were the sources of data for the thick description of the experiences of the participants. The description focused on participants' knowledge of God (God-concept), experience of their relationship with God (God-image) and their understanding of life. The contribution of their God-belief to their sense of meaning and psychological well-being was the leitmotiv of the description. The final conclusions were inter alia that the God-belief and mostly the God-image that participants hold, are a deep source of meaning, especially under unfavourable life circumstances and that aspects of participants' psychological well-being, e.g. a sense of self-worth, aspects of attachment and ability to cope with adversity, seem to stem from both the meaning that they create through their God-belief as well as the relationship they experience with their God. More South African research in the field of Psychology of Religion is called for, and professionals (e.g. therapists, clergy and educators) need to develop an understanding of and sensitivity to spirituality through their professional training. / Thesis (Ph.D. (Psychology))--North-West University, Vaal Triangle Campus, 2009.

This educational study on narrative and symbolic art and its impact on me as artist, researcher, and teacher and ultimately how the use of narrative and symbolism impacts student learning was conducted throughout the school year 2013-2014 in the environment of both my home and my classroom in a south metro Atlanta high school. The research is based on my reflections of my artistic processes, my research of family history, and my observations as I introduced narrative and symbolic art in the classroom. The findings of the study reveal that the roles of artist, teacher, and researcher are significantly interrelated and enhance one another; I also believe that my students’ learning was impacted. While students are at first assigned narrative and symbolic art projects, many begin to extrapolate that art is more meaningful to them when it has a story to tell or includes symbolism with which they associate importance.

The overall aim of this thesis is to theoretically explore and empirically analyse practical embodied knowledge in educational settings. In accordance to this aim an approach of body pedagogics is used in combination with classical pragmatism, using foremost William James’ and John Dewey’s concepts of experience, meaning, inquiry and habit. In addition, these concepts are combined with an idea of reflexive body techniques. A main focus lies on investigating the learning of body techniques in dinghy sailing by studying the process and the product of teaching and learning, the role of the instructor for sailors’ learning and the interplay between teaching and learning. The thesis entails three case studies consisting of video recordings of dinghy sailing, all using a combination of theoretical explorations and practical epistemology analysis (PEA). Empirical focus lies on how sailors grow into purposeful body techniques by taking the measure of their ongoing, continuous experience while coordinating their movements with the environment. The analyses show how understandings and bodily skills are simultaneously used in the educational situations where the dinghy sailors have to handle both the environment and various instructions given by the trainer. The result is presented through a descriptive model, comprising theoretical explorations and empirical analysis, through which it is possible to emphasise both the process and the content of the learning of body techniques. The methodological contribution of the thesis thus also consists of developed tools for analysing processes of body pedagogics at a micro level.