This dissertation evaluates the career and work of the underappreciated Austrian-Jewish-American novelist, dramatist, essayist and screen writer Gina Kaus (1894 - 1985). The dissertation's approach is interdisciplinary in nature, drawing from the fields of German, American, exile, literary, feminist, performance, global, cultural as well as film studies. The unusually diverse corpus of Kaus's work in both the literary and filmic medium makes such an interdisciplinary approach indispensable. The dissertation argues that Kaus's specific female and little visible exile experience was shaped and accompanied by a significant, social, cultural, political, linguistic and geographical change. It reconstructs and consciously reinserts Kaus' transatlantic accomplishments into the larger exile history. My dissertation offers close reading of Gina Kaus's second play Toni (1928) and positions her piece within the larger landscape of the Weimar Republic and Vienna during the 1920s. The analysis incorporates a feminist reading, which focuses on the performances of gender and the representation of femininity and illustrates the destabilization of gender and sexual identities during the Weimar period. The analysis of Die Überfahrt (1932), Kaus's second bestseller novel, discusses her novel as a Zeitroman (novel of the times). It contextualizes her book in terms of its readership and the literary market while examining it as a comment on the political, financial and social circumstances of 1920s Weimar culture. A thorough investigation of two films for which Kaus invented the story and collaborated on the screenplay, namely The Wife Takes a Flyer (directed by Richard Wallace, USA, 1942), an Anti-Nazi comedy, and Three Secrets (directed by Robert Wise, USA, 1950), a melodrama, challenges the persistent idea that Kaus's work for Hollywood was incapable to live up to her earlier literary and theatrical successes as an author of the Weimar period. My particular focus on the representation of femininity and female agency sheds light on how the émigrée Kaus, who had been known as an ardent feminist in Europe, successfully managed to subvert ideas of heteronormative gender and power discourses even within the restrictive limits of the Hollywood apparatus. The dissertation further investigates the understudied text form screenplay and the practice of screenwriting. It examines for the first time various unpublished film script versions of the The Wife Takes a Flyer and Three Secrets and thus promotes the film script as a textual form worthy of investigation and integration in both literary and film studies. The script analysis pays attention to the collaborative nature, considers the various versions and revisions the script underwent, offers a comparison to the movies and evaluates the script in its multi-functionality, style, and aesthetics. The scripts also give insight into the ways in which Kaus's exilic consciousness permeates her scriptwriting. My close analysis of Kaus's autobiography, which was published in 1979 and targeted at a German-speaking readership, uncovers the ways in which exile is reflected in the practice of autobiographical writing. The dissertation focuses foremost on the narrative strategies as well as omissions in Kaus's attempt to re-inscribe herself into the literary and artistic scene of Vienna and Berlin; and her effort to position herself among the prominent and predominantly male German-Jewish diaspora in Hollywood. I also shed light on her ability to adapt to the United States and her decision to remain and become a citizen. Her perception of exile as an opportunity, rather than as a limitation is an important new aspect in the existing exile research. Among the Jewish-German exile community in Hollywood, Gina Kaus had a truly transnational career and deserves more credit for her filmic works.

Mainstream media and especially movies have an ability to influence people’s perceptions on many different phenomena. This study aims to create an increased understanding of how physical education teachers and physical education are portrayed in the Swedish movies Ondskan (2003), Älska mig (2008), Tusen gånger starkare (2010) and En komikers uppväxt (2019). The method used in this study was a qualitative textual analysis. Semiotics and didactics where used as theoretical interpretive tools. The result shows that the subject is portrayed negatively in various aspects. Physical educators are portrayed as sport coaches who values performance over everything else. The PE-classes are portrayed with an absence of purpose and as a place where bullying takes place. The result could be used by PE-teachers and PE-educators as a background for discussion regarding stereotypes and the status of the profession.

This research synthesis investigates the topic of movies in education, and explores advantages and challenges when using movies as a tool for language development in the English classroom. With the framework of language learning theories and methods, scholarly journal articles are synthesized to explore significant themes within this area. There are several advantages relating to the use of movies in language teaching, such as the benefits of multimodality, authentic language input, and knowledge construction. The challenges that might influence the benefits of the use of film as a teaching tool are, for instance, how to create tasks that make the viewing of movies more than just entertainment for learning language and knowledge development.

Ce mémoire s’intéresse aux interactions et aux relations dans les films et les séries entre les trois éléments sonores principaux que sont la musique, le design sonore et les dialogues. Au travers d’analyses et de réflexions, nous nous intéresseront aux particularités propres à ces domaines sonores, aux frontières floues entretenues entre eux, ainsi qu’à la façon dont ces éléments peuvent être rencontrés, imbriqués ou mélangés afin de servir l’histoire racontée par le média du divertissement audiovisuel. / This thesis is a reflexion about interactions between all diferent aspects of the sound in movies and series that are music, sound design and dialogues. Through analysis and hypothesis, we will be focusing on the particularities of each of these sonic categories, on theboudaries that they share and in the way they meet each others, they blend and they merge in order to serve the narration being told by the audiovisual media.

This qualitative study is comprised of indepth interviews with 16 at-risk high school students. The students were asked to give reasons for their discipline problems in high school. They were also asked to give their perspectives on various forms of popular culture. Questions regarding television, movies, music, video games, and sports were posed to determine the participants' interest level in each of the areas. The students were then asked to gauge how much these interests had taken away from their schoolwork. The students' perceptions and life experiences were explored in depth via the interview process. In general, the lives of these students had been impacted in some way by some form of popular culture. There has been a tendency in recent literature to decry the influence of the media on today’s youth; this seems to be borne out by some of the statements made by these students. Throughout the interview process, they stated that their lives had been both positively and negatively influenced by their culture despite the beliefs held by many parents, teachers, and administrators that popular culture has a strong negative impact on their lives. The implications for the future include ways that educators can incorporate popular culture and the media into the curriculum effectively. Additionally, teachers, administrators, and parents need to gain a better understanding of how important popular culture is to adolescents and how they can combat its negative effects while keeping students interested in school.

This essay contains a discussion of my influences for making the choreographic work The Horrors of:, which was the practical part of an examination for the degree work of the bachelor’s Programme in Dance Performance at Stockholms Konstnärliga Högskola in the fall of 2022. The horrors of: is an exploration of women in horror and the potentiality of the monstrous feminine. Inspired by Julia Kristeva’s concept of abjection, Barbara Creed’s concept of the monstrous-feminine as well as films in the body horror genre, a search to represent the subjectivity of the women depicted in horror through dance emerged. In the body horror genre, the female characters are neither villains nor heroes, but complex characters who possess the capacity to both do good and destroy.    The text is divided in two parts: The first part dissects how the process was generated from researching the topics of femininity and abjection into a staged choreographic work and the second part contains a collage of poems along with other material collected from the artistic research process.

Digitala verktyg dominerar livets alla aspekter nuförtiden. Detta inkluderar naturligtvis utbildningssektorn på alla nivåer. I grundskolans teknikundervisning på högstadiet är det vanligt att se filmer som relaterade till ämnesinnehåll. En tekniklektion är annorlunda än andra ämnen, där det kan vara svårt att undervisa teoretiskt under hela lektionen. När lärare vill beskriva en process eller ett system i lektionen räcker det inte med att bara visa bilder inom ämnessammanhang. Dynamiken i lektionen är kopplad till interaktionen mellan lärare och elever, mellan elever och mellan elever och ämnesinnehåll i klassrummet. Det krävs ett praktiskt arbete för att förbättra interaktionen med ämnesinnehåll och därmed får eleverna bättre lärande, men begränsade resurser i högstadiet gör att lärarna försöker hitta olika enkla läromedel för att kunna skapa en lektion där elever känner sig intresserade och får ett maximalt lärande utifrån undervisningen i ämnet.Detta examensarbete handlar om filmens inverkan på det eleverna förklarar i teknikundervisning utifrån nedanstående forskningsfrågor: 1. Hur beskriver elever det som de har förstått genom användning av film som läromedel? 2. Hur förändras elevers beskrivning av ämnesinnehållet innan och efter de fått se en film som komplement?Syftet med denna studie är att undersöka och skapa kunskap om elevers upplevelser av sin förståelse genom att använda digitala läraktiviteter i form av filmer i teknikundervisning. Datainsamlingen genomfördes i en grupp av högstadieelever i årskurs 9, gruppen består av 25 elever, där fick eleverna svara på samma frågeformulär på två lektioner, svaren låg till grund för datainsamlingen.Datainsamlingen gick till på så sätt att elever fått svara på frågor efter en undervisning i ett speciellt tekniskt område. Sedan upprepades undervisningen i momentet och eleverna fick besvara samma frågor efter att de tittat på en film som är relaterad till samma tekniskt ämnesinnehåll. Elevernas förståelse och lärande med och utan film jämfördes, analyserades och slutsatser drogs efteråt med hjälp av induktiv tematisk och fenomenografisk analys som kvalitativa metoder. Slutsatsen av denna studie visar att en positiv förändring sker i elevers beskrivningar genom att se en film. Detta är tydligt genom att eleverna kunde använda rätt begrepp och uppfatta ämnesinnehåll mer fördjupat efter att ha sett filmen. Vilket påpekar att det finns ett behov av att inkludera den typ av digitala lärresurser i teknikundervisning för att kunna hjälpa eleverna att utveckla sin förståelse för teknikämnet. / Digital tools dominate every aspect of life these days. This of course includes the education sector at all levels. In primary school technical education at upper secondary level, it is common to see films related to subject content. A technology lesson is a little bit different to other subjects, where it can be difficult to teach theoretically throughout the lesson. When teachers want to describe a process or a system in the lesson, it is not enough to just show images within the context of the subject. The dynamics of the lesson is linked to the interaction between teacher and students, between students and between students and subject content in the classroom. Practical work is required to improve the interaction with the content of the subject and thus the students get better learning, but limited resources in junior high school mean that teachers try to find various simple teaching aids to create a lesson where students feel interested and get maximum benefit from the subject. This degree project carries out an investigation that deals with the impact of the film on what the students explain in technology education based on research questions below: 1. How do students describe what they have understood through the use of film as a teaching tool 2. How does the students describe the subject content before and after seeing a film as a teaching complementary activity? The purpose of this study is to investigate and create knowledge for students' experiences and understanding by using learning activities in the form of films in technology education. The data collection was carried out in a group of elementary school students in year 9, the group consists of 25 students, where the students had to answer the same questionnaire in two lessons, the answers were the basis for the data collection.The data collection was organised by letting students answer questions after a lesson in a special technical area, then repeating answering the same questions after watching a film related to the same technical subject content.Students’ understanding and learning with and without film were compared, analysed and conclusions drawn afterwards using inductive thematic and phonomyography analysis as qualitative methods. The conclusion of this study shows that a positive change occurs in students' descriptions by watching a film. This is clear by the fact that the students were able to use the correct concepts and perceive subject content more deeply after watching the film. Which points out that there is a need to include this type of digital learning resources in technology teaching in order to help students develop their understanding of the technology subject.

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