Music production is constantly evolving and new "gadgets" and "apps" to help the creation of music are continuously being released. They enable the music production, so even the most unskilled music maker can produce one ́s own slideshow from the vacation for example, or a digital Christmas card to send to the loved ones. But if we are to have education for future music producers in high school, then what are we going to teach the students, so that they are able to advance from the "everyday" use to a more professional level of music production. Are the goals that have been set up for the course music by the Agency for education really relevant to what will be expected of a music producer now and in the future? The survey that has been made by data acquisition of young people shows a picture of the progress and a future vision of the music creation. Additionally, interviews with practicing teachers and music producers have been made, where each and one are giving their personal view of music production around us today. What has emerged from these studies is that in spite of the democracy and availability, which is characteristic of today ́s music production, the need of experts who perform this profession is indeed still great. The objectives and requirements for music production in high school set by the Agency for education, reflects the realities of music producers today relatively well, but that’s mainly because the objectives are hugely extensive and interpretable. If we want a more democratic music production, the availability needs to improve further. / Musikproduktion är ett ständigt utvecklande område och för varje dag som går introduceras nya ”gadgets” och ”appar”, som möjliggör för gemene man att kunna göra sin egen musik, t.ex. till ett nyskapande bildspel från semestern eller varför inte ett digitalt julkort för att skicka till sina nära och kära. Men om vi nu ska ha utbildningar för kommande musikproducenter på gymnasiet, vad är det då som ska undervisas för att vidareutveckla sig från det ”vardagliga” användandet som enkelt går att lära sig på egen hand, till ett mer professionellt musikproducerande. Är de mål som skolverket har implementerat för kursen musikproduktion verkligen relevanta med vad som kommer att förväntas av en musikproducent, i nutid och i framtiden? Undersökningen som har gjorts genom datainsamling via enkät från ungdomar, visar en bild av utvecklingen och framtidsvisionen av musikskapandet. Vidare har intervjuer genomförts med verksamma lärare och musikproducenter, som har bidragit med sin egen uppfattning av dagens musikproduktion som finns runt omkring oss. Det som har framkommit i dessa undersökningar är att även om musikproduktionen är tämligen demokratisk och tillgänglig så finns fortfarande ett stort behov av experter som utför detta yrke professionellt. Skolverkets mål och krav för gymnasiet speglar hur verkligheten ser ut för musikproducenter idag relativt bra, men det har mycket att göra med att målen är enormt omfattande och tolkningsbara. Om vi vill ha en mer demokratisk musikproduktion behöver tillgängligheten bli ännu bättre.

Submitted by Camila Magrini da Silva (camilamagrini@hotmail.com) on 2017-06-07T13:42:16Z No. of bitstreams: 1 DISSERTAÇÃO FINAL CORREÇÃO BIBLIOTECA.pdf: 972605 bytes, checksum: 2942eb701eed7cc3e83b5f8f93af8361 (MD5) / Rejected by Luiz Galeffi (luizgaleffi@gmail.com), reason: Solicitamos que realize uma nova submissão seguindo a orientação abaixo: O arquivo submetido não contém os nomes da composição da banca examinadora. Corrija esta informação e realize uma nova submissão com o arquivo correto. Agradecemos a compreensão. on 2017-06-07T13:55:27Z (GMT) / Submitted by Camila Magrini da Silva (camilamagrini@hotmail.com) on 2017-06-07T14:15:27Z No. of bitstreams: 1 DISSERTAÇÃO FINAL CORREÇÃO BIBLIOTECA.pdf: 972605 bytes, checksum: 2942eb701eed7cc3e83b5f8f93af8361 (MD5) / Rejected by Luiz Galeffi (luizgaleffi@gmail.com), reason: Solicitamos que realize uma nova submissão seguindo a orientação abaixo: O arquivo submetido não contém os nomes da composição da banca examinadora. Corrija esta informação e realize uma nova submissão com o arquivo correto. Agradecemos a compreensão. on 2017-06-07T14:29:24Z (GMT) / Submitted by Camila Magrini da Silva (camilamagrini@hotmail.com) on 2017-06-07T15:06:21Z No. of bitstreams: 1 DISSERTAÇÃO FINAL MEMBROS BANCA.pdf: 924381 bytes, checksum: 8d8e933d81b027145a10523dd51ba0b5 (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-06-07T16:10:49Z (GMT) No. of bitstreams: 1 silva_cm_me_fran.pdf: 924381 bytes, checksum: 8d8e933d81b027145a10523dd51ba0b5 (MD5) / Made available in DSpace on 2017-06-07T16:10:49Z (GMT). No. of bitstreams: 1 silva_cm_me_fran.pdf: 924381 bytes, checksum: 8d8e933d81b027145a10523dd51ba0b5 (MD5) Previous issue date: 2016-10-31 / O sistema de saúde privado consiste em uma clássica alternativa utilizada pelo Estado para atender a prestação e a concretização dos serviços à saúde. A contratação do sistema de saúde privado não proíbe o cidadão de acessar e utilizar o sistema de saúde público, pois esse tem direito ao acesso universal à saúde, previsto na Constituição Federal. Esse direito universal é uma conquista social a qual não se pretende pesquisar, pois as pretensões são: averiguar as razões que conduzem o cidadão a realizar a contratação do sistema de saúde privado, e, ainda, utilizar o sistema de saúde público?; averiguar se o sistema de saúde privado realiza o ressarcimento integral do uso do sistema de saúde público?; averiguar se a Agência Nacional de Saúde Suplementar (ANS) realiza, de forma efetiva, a regulação da relação do sistema de saúde privado? Essas averiguações permeiam algumas das competências da ANS previstas na Lei n. 9.961/2000, as quais devem servir de ferramentas na promoção de políticas públicas regulatórias para fomentar a efetividade dos direitos à saúde. O descumprimento a essas competências pode ocasionar problemas regulatórios, e, gerar à judicialização da regulação da saúde. A metodologia utilizada nesta investigação foi a teórico-dedutiva combinada com dados empíricos. / The private health system consists of a classic alternative used by the State to meet the delivery and delivery of health services. The contracting of the private health system does not prohibit citizens from accessing and using the public health system, since they have the right to universal access to health, as provided for in the Federal Constitution. This universal right is a social achievement that is not intended to be researched, since the pretensions are: to investigate the reasons that lead the citizen to contract the private health system, and also to use the public health system? To investigate whether the private health system provides full compensation for the use of the public health system? To investigate whether the National Supplementary Health Agency effectively regulates the relationship of the private health system? These inquiries pervade some of the competencies of National Supplementary Health Agency provided for in Law n. 9.961/2000, which should serve as tools in the promotion of public regulatory policies to promote the effectiveness of health rights. Noncompliance with these competencies may lead to regulatory problems, and, to the judicialization of health regulation. The methodology used in this research was theoretical-deductive combined with empirical data.

Submitted by Maria Dulce (mdulce@ndc.uff.br) on 2014-01-10T19:23:02Z No. of bitstreams: 2 Castro, Clarissa-Dissert-2013.pdf: 6407586 bytes, checksum: 0674ef34ca0ad59944120dae26506c75 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-01-10T19:23:02Z (GMT). No. of bitstreams: 2 Castro, Clarissa-Dissert-2013.pdf: 6407586 bytes, checksum: 0674ef34ca0ad59944120dae26506c75 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013 / Universidade Federal Fluminense. Programa de Pós-Graduação em História / Analisar os Cinejornais do Governo Democrático de Vargas como produções construtoras de uma memória e imagem do período pela ótica do Estado. A relação entre Vargas e os meios de comunicação e a utilização destes canais como veiculadores de propagandas políticas, permite o estudo da exibição de um poder que, não mais pela força, mas pelo esforço de convencimento e persuasão, através da produção midiática, busca sua legitimação perante o público receptor. Identificar nestes Cinejornais tanto o tipo de conteúdo por eles veiculado quanto elementos da linguagem cinematográfica presentes em suas construções, permite-nos analisar o discurso que permeia tais produções e as enxergar como escolhas feitas a partir de intenções e interesses que, em contato com o público receptor, podem ou não atingir seus objetivos. Parte de uma Cultura Política criada em torno da figura de Vargas, os Cinejornais desse período são uma das expressões do diálogo entre o Poder e seus interlocutores. / Analyze the newsreels of the Vargas Democratic government productions buiders of memory and an image of the period through the eyes of the state. The relationship between Vargas and the media channels and use these as vehicles for political propaganda, it allows the study of a display of power, not by force but by the effort of convincing and persuasion through media production, seek its legitimacy receiver to the public. Identifying these newsreels both the type of content conveyed by them as elements of film language present in their buildings, allows us to analyze the discourse that permeate such products and see how choices made from the intentions and interests which, in contact with the public receiver may or may not achieve their goals. Part of a culture built around the figure of Vargas, the newsreels of the period are an expression of dialogue between the Power and its partners.

This ethnographically informed, qualitative study aims to investigate English teacher candidates’ attitudes towards multilingualism and translanguaging in English as a foreign language (EFL) classrooms and in the school environment. More specifically, the study intends to identify potential contributing factors to the formation of said attitudes, such as the influence of policy documents and of the teacher training program on the perception of the future working environment. The data was collected with semi-structured interviews; the participants were four teacher candidates, two females and two males, enrolled in the teacher education program in a Swedish university. In addition, at the time of data collection, all participants had completed most of the teacher education program, an aspect that increased the relevance of their responses, since they would soon be active teachers in the Swedish school system. Overall, the participants expressed positive attitudes towards multilingualism and translanguaging in a school environment. However, some hesitation in their answers was detected when they are asked how they would work with multilingual students in their future practice. These findings suggest that, if teacher candidates receive adequate education to approach their future working environment with confidence they would be better equipped to provide adequate pedagogical support to students whose L1 is other than Swedish. This would foster positive attitudes towards multilingualism and translanguaging and would, consequently, lead to an improvement in the academic results of multilingual students. The teacher candidates’ increased awareness of the benefits and challenges of multilingualism and their ability to put into practice the general principles they learn at university would benefit from changes in the teacher training program, in the curriculum compiled by the National Agency of Education, and in the national pedagogical approach to language learning.

In our world and our modern society, we have laws, ethics, morality, and religion that guide us, teaching us the basic principles of what is right and what is wrong, and what is good and what is bad. However, what would happen if all of these guides suddenly cease to exist? In Cormac McCarthy’s The Road, this is exactly what happens. The novel’s two main characters, a father and his son, try to survive in a world that has turned into ravaged landscapes with people that will hunt others down, kill them and eat them. Through the story, the pair fight to survive, but also fight to maintain their ethical values and moral duties when everyone around them has abandoned those values.  This thesis will thereby demonstrate the possibility of ethics in a post-apocalyptic world and analyse this by reference to consequentialism, deontology, and virtue ethics. Moreover, it will show the ways that The Road can be used to teach right and wrong and good and bad in upper-secondary school.

The world has become more digitized, and children use digital devices daily as games or watching tools. As technology grows stronger, the use of cyberspace and the threat coming within cyberspace grow larger by the day. Today's technology makes children active users in the cyber community as many children do in fact, use digital devices to talk to strangers, play online games and so on. There has also been increased digitization within preschool. Therefore, this thesis aims to review the existing guidelines regarding digital devices in the education system from the Swedish National Agency of Education (SNAE). Furthermore, investigate how preschool teachers translate the existing guidelines into practice for children's security online and how teachers work with cyber security awareness. The authors’, therefore conducted an interview study to gather data from teachers and principals in preschools regarding the use of digital devices. The authors’ aim to understand how teachers and principals work together with the existing guidelines to further enhance cyber security awareness among children. Multiple teachers work with digital tools in preschools. However, teachers use digital tools as a supplement to teaching children. The discussion regarding the risks and how to be safe online is not discussed as much in preschool because of the children's age. Multiple participants agreed that a separate segment for cyber security awareness would be significant.

Orientador: Luciana Ferreira Tatagiba / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-10T23:36:25Z (GMT). No. of bitstreams: 1 Serafim_Lizandra_M.pdf: 1134145 bytes, checksum: aaacba4b9f30a0d06fff7a91f78bc668 (MD5) Previous issue date: 2007 / Resumo: O presente trabalho visa analisar a influência das variáveis "modelo institucional" e "projeto político" sobre a natureza, limites e possibilidades da prática do controle social sobre as agências reguladoras brasileiras no período que recobre desde sua criação, durante o primeiro governo FHC (1995-1998) até o ano de 2005 - terceiro ano do primeiro mandato de Lula. Partimos da idéia de que a concretização de formas de controle social amplas, no que tange à inclusão de uma grande pluralidade de atores e ao aprofundamento e politização do debate, enfrenta desafios específicos, no caso destas instituições. Compreendemos que tais desafios podem ser atribuídos a dois fatores, de maneira geral. O primeiro trata-se do próprio modelo institucional adotado, inspirado no modelo norteamericano de Independent Regulatory Comissions, que reflete fielmente a separação entre técnica e política na administração pública, com predominância da primeira em detrimento da segunda, que marcou o processo de implementação destas agências no caso norteamericano e que se reproduzirá também no caso brasileiro devido ao contexto de criação destas agências durante a reforma do Estado empreendida pelo primeiro governo FHC. O segundo desafio reside nos distintos projetos políticos em disputa durante a concretização destas agências e suas práticas de controle social, que atribuem significados distintos ao conceito de controle social de acordo com suas concepções específicas quanto ao lugar e aos sujeitos da política, e que traduzem estes ideais em práticas e modelos de gestão com maior ou menor coerência, a depender dos limites, tanto internos quanto externos aos projetos, para a concretização destes ideais. Compreendemos que a disputa entre os distintos projetos políticos em torno da construção democrática no Brasil se expressa no nível da atribuição de significados a conceitos estratégicos da disputa política, entre os quais se inclui o de controle social. Os significados atribuídos a estes conceitos estratégicos refletem a concepção específica de cada projeto quanto ao lugar da política e aos sujeitos a exercê-la. Propomos uma tipologia que define minimamente o conceito e o operacionaliza de acordo com seus distintos usos e com estas concepções que operam distinções em sua definição a partir de cada projeto político. Além disso, buscamos elementos no modelo norte-americano de IRC que nos apontem para as possibilidades de controle social contidas no modelo de origem, a partir da análise do lugar da política e dos sujeitos da política que definem o controle decorrente nestas instituições. Por fim, analisamos, no caso da ANEEL, o desenho institucional definido para seu controle social e a prática deste controle através da dinâmica das audiências públicas realizadas durante os dois governos, buscando elementos que apontem para o escopo do controle social implementado no que tange ao lugar da política e aos sujeitos da política. Concluímos que estas variáveis são explicativas das possibilidades e limites do controle social implementado neste âmbito e que as dificuldades de implementação de uma concepção ampla de controle se devem tanto ao modelo, com supremacia da técnica em detrimento da política, quanto aos projetos políticos, suas intencionalidades e capacidades de tradução de seus ideais em práticas e modelos de gestão / Abstract: The present study aims to examine the influence of the variables "institutional model" and "political project" on the nature, limits and possibilities of the practice of social control on the Brazilian regulatory agencies in the period that leads since its creation, during the first government FHC (1995 -1998) until the year 2005-third year of the first term of Lula. We begin with the idea that the concretization of wider forms of social control, in terms of the inclusion of a large number of actors and the deepening and politicization of the debate, faces particular challenges, in the case of these institutions. We understand that such challenges can be attributed to two factors, in general. The first is the institutional model itself, inspired by the North American model of Independent Regulatory Comissions, which faithfully reflects the separation of technique and politics in the public service, with predominance of the first over the second, which marked the implementation process of these agencies in North American and was well reproduced in the case of Brazil due to the context of the creation of these agencies during the reform of the state undertaken by the first government FHC. The second challenge lies in the different political projects in dispute during the implementation of these agencies and their practices of social control, which attach different meanings to the concept of social control in accordance with their specific ideas regarding the place and the subject of the politics, and which reflect these ideas in practices and models of management with more or less consistency, depending on the limits, both internal and external to the project, for the realization of these ideas. We understand that the dispute between the different political projects around the democratic construction in Brazil is expressed in terms of allocation of meanings to concepts of strategic political dispute, including social control. The meanings assigned to these strategic concepts reflect the specific design of each project on the place of the politics and the subjects within it. We propose a typology that defines the concept minimally and make it operational according to their different uses and to these concepts that operate distinctions in its definition from each political project. We also seek elements in the North American model of IRC that point to the possibilities of social control contained in the original model, from the analysis of the place of the politics and the subject of politics that define the control that took place in these institutions. Finally, we analyze, in the case of ANEEL, the institutional design set for its social control and the practice of this control through the dynamics of public hearings held during the two governments, seeking elements that point to the scope of social control implemented in terms of politics and the subject of politics. We conclude that these variables can explain the possibilities and limits of social control implemented in this area and that the difficulties of implementing a broad conception of control occur due to both the model, with the technical supremacy at the expense of politics, and to the political projects, their intentionalities and translation capabilities of their ideals into practice and models of management / Mestrado / Mestre em Ciência Política

Given the importance of reading in life, it is worrying that reading comprehension as well as the interest in reading among Swedish students, especially older students, have decreased during the 21st century. One way of addressing this problem is the explicit teaching of reading strategies, which has proven effective in improving reading comprehension and is supported by the revised English as a Second Language (ESL) syllabus published by the Swedish National Agency for Education (SNAE) – effective as of 1 July 2021. This systematic literature review aims to examine the reading strategies mentioned in the revised syllabus and what these can entail in practice. This is done by comparing them to reading strategies investigated in previous research and investigating the didactic and pedagogical consequences that can arise in the teaching as a result of the wording in the ESL syllabus. The results of this research review were sorted into the following categories of strategies: visualising, retelling, predicting content, posing questions, taking notes, identifying main ideas and inferencing, and associating and using prior knowledge. The results show that the wording in the ESL syllabus, as it stands, complicates interpretations for teachers, but that the strategies can be described using research independent from SNAE, somewhat facilitating the actual use of the syllabus for working teachers. It can, however, not be assumed that teachers do this with their limited time. The results also show that education among teachers on reading strategies, at least in L2, is inadequate, affecting the quality of reading strategy teaching and the reading comprehension of students. Thus, it is of importance that teachers obtain knowledge of the teaching of reading strategies, suitably during their studies at the teacher education programme. Future research could benefit from investigating the actual use of reading strategies in classrooms, comparing reading strategies in ESL to other subjects, or looking into textbooks’ use of reading strategies.

In 2018 the government of Sweden decided to include programming in elementary school. Therefore, the purpose of this report was to investigate whether or not the current Swedish third-grade programming curriculum was appropriate or not, and also to evaluate the viability of including a few additional programming concepts in the teaching material for grade three. To achieve this goal, a game incorporating Gamification was developed in order to assist in the teaching of these concepts, as well as the current curriculum, to a group of third-graders from a swedish school. There were 87 participants introduced to the different programming concepts by playing the game during theoretical lectures. The results suggests that the current curriculum can be expanded upon, and also that the additional concepts all seemed to be viable extensions. However, we believe that more research needs to be conducted in order to draw any definite conclusions. / År 2018 beslutade Sveriges regering att inkludera programmering i grundskolan. Syftet med denna rapport var därför att undersöka huruvida den nuvarande svenska programmeringskriterierna för årskurs tre är lämplig eller inte, samt att utvärdera möjligheten att inkludera några ytterligare programmeringskoncept i undervisningen för årskurs tre. För att uppnå detta mål utvecklades ett spel som innefattade Spelifiering (engelska: Gamification) för att underlätta undervisningen av dessa begrepp, såväl som den aktuella läroplanen, till en grupp av tredjeklassare från en svensk skola. Det var 87 deltagare som introducerades till de olika programmeringskoncepten genom att spela spelet under teoretiska föreläsningar. Resultaten tyder på att den nuvarande läroplanen kan utökas med koncepten som undersöks i denna studie. Vi tror emellertid att mer forskning måste genomföras för att dra några konkreta slutsatser.

Detta examensarbete undersöker uppfattningar som finns hos lärare och elever kring fenomenet ”Skolverkets lydelser kring genus i teknikämnet på grundskolan och gymnasieskolan”. En fenomenografisk ansats har använts som teoretiskt ramverk och datainsamling har utförts på en grundskola och en gymnasieskola. De metoder som har använts är intervjuer med lärare, fokusgruppsintervjuer med elever, samt enkätundersökning bland elever. Analysen av forskningsmaterialet har resulterat i beskrivningskategorier utifrån olika teman som fram kommit utifrån de olika uppfattningarna. Både elevernas och lärarnas uppfattningar handlar om könsroller och genusrelaterad undervisning. Dessutom har uppfattningar om att könsroller förändras över tiden framkommit hos eleverna, samt uppfattningar om behovet av att locka fler tjejer till teknik framkommit hos lärarna. Examensarbetets slutsatser är att lärare uppfattar genuslydelserna som svåra att implementera och att de uppfattar detta innehåll som mindre viktigt än övrigt innehåll. Eleverna i studien har uppfattningen att det är viktigt att deras utbildning täcker alla delar av ämnets innehåll, inklusive genuslydelserna. Eleverna beskriver uppfattningen att de inte har tagit del av genusrelaterad undervisning i teknikämnet i någon utsträckning alls på grundskolan, och i mycket begränsad omfattning på gymnasieskolan. / This thesis examines teachers’ and students’ perception of the phenomenon ”gender related wordings in the Swedish National Association for Education curriculum for the technology subject”. A phenomenographical approach has been used as a theoretical framework for this study. Empirical data for the study has been collected in one high school and one uppersecondary school. Methods used are interviews with teachers, group interviews with students and student surveys. The analysis of the research material has resulted in description categories based on themes that arose from the different perceptions. The perceptions from both the students and the teachers concern gender roles and gender related education. In addition, the students expressed perceptions regarding gender roles changing over time, whereas perceptions regarding the need of attracting more female students to the field of technology were evident among the teachers. The thesis concludes that teachers perceive the gender related wording in the technology subject curriculum to be difficult to implement, and that this content is seen as less important than the other parts. The students in the study perceive gender related education to be important, and they express the desire that their chosen education covers all parts of the curriculum, including the parts regarding gender. The high school students describe the perception of not having received any gender related education in the technology subject, and the secondary upper school students perceive that they have received this kind ofeducation only to a very limited extent.