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The digital age has re-shaped the landscape of creative writing. One example of the changes that have taken place is the way in which millions of young people, globally, now write and share stories as online fanfiction. This is an out-of-school leisure pastime that can also help improve language skills (Aragon & Davis, 2019; Black, 2008). English taught as a second language (i.e. L2) in schools can be less authentic, less motivational and engaging than English used in free-time situations (extramural English, Sundqvist, 2009); thus, there is a need to “bridge the gap” between the English taught in the formal setting of school and the English encountered in informal settings (Swedish Schools Inspectorate, 2011). This licentiate thesis focuses on extramural English creative writing and aims to raise understanding about the ways it can motivate and engage. Also, the issue of L2 English is addressed in relation to pupils’ perspectives of their informal learning as well as their insights into creative writing and challenge in the school subject of English. The participants in the study were thirteen teenage pupils of Swedish secondary and upper-secondary schools who write creatively in English in their free time. Their writing included stories, comics, poems and songs, and some of this work was published online. Data was collected using semi-structured interviews, and it was analysed using qualitative content analysis. The findings confirm that writing can be closely related to reading, as participants were motivated by stories they wished to imitate and adapt. Also, the results show how teenage creative writers were able to use networked communication to access a large global readership. There was a strong motivation to write for pleasure – for oneself – and this writing, and enjoyment, could subsequently be shared with others. The free-time writing activity was fun, playful and imaginative, and also aided understanding of the participants’ own experiences and emotions. The state of flow (Csíkszentmihályi, 1990) was an aspect of the pupils’ engagement with creative writing as well. The activity was rewarding as it brought praise, enabled role-play, involved social contacts, and opened the way to new affiliations and friendships. Moreover, the pupils considered that their language learning was enriched through their free-time creative writing. Finally, the participants offered valuable insights into aspects of English as a school subject: there was some creative writing in English lessons, but there was a need for both more creative writing and more challenge.

Introduction : L’altération des systèmes de récompense et de douleur serait impliquée dans le développement et le maintien de la douleur chronique. En contexte expérimental, l’arrêt d’une stimulation douloureuse et désagréable peut déclencher une sensation de plaisir (pleasant pain relief, PPR), mais contrairement aux mécanismes endogène d’inhibition de douleur (ICPM) la variabilité interindividuelle du PPR semble ne jamais avoir été étudiée. Objectifs : Étude 1) Investiguer la variabilité interindividuelle du PPR et de l’ICPM chez des sous-groupes de sujets sains ayant des réponses de douleur dynamiques similaires (analyses de trajectoires) durant un test à l’eau froide (CPT) Étude 2) Mesurer la connectivité au repos de régions du système de récompense en IRMf en lien avec le PPR. Méthode : 1) Une thermode Peltier et un CPT (10 ℃) ont été administrés séquentiellement (N=122). Le PPR a été mesuré pendant quatre minutes après l’arrêt du CPT et, 2) suite à l’application d’un gel froid en imagerie fonctionnelle (N=38). Résultats : 1) Quatre trajectoires ont été identifiées selon les réponses de douleur durant le CPT. Le PPR était corrélé aux trajectoires de douleur, mais pas l’efficacité d’ICPM. 2) Les connexions au repos, significativement corrélées au PPR, étaient les suivantes : noyau accumbens (NAcc) gauche-cortex cingulaire postérieur, NAcc gauche-cortex cingulaire antérieur dorsal, amygdale gauche-cortex préfrontal dorsolatéral, NAcc droit-cervelet crus II gauche et droit et cortex préfrontal ventromédian-cervelet crus II droit. Discussion : La sensibilisation et l’aspect désagréable moyen de douleur durant une stimulation nociceptive tonique ainsi que la connectivité au repos entre des régions modulant le plaisir (récompense) et la cognition affectent le degré de PPR. / Introduction: Alteration of reward and pain systems is related to the development of chronic pain. In experimental settings, the cessation of a painful and unpleasant stimulation has been shown to elicit a pleasant pain relief (PPR), but contrary to inhibitory conditioned pain modulation mechanisms (ICPM) inter-individual variability of PPR appears to have never been studied. Objectives: Study 1) Investigate inter-individual variability of PPR and ICPM in subgroups of healthy subjects with similar dynamic pain responses (trajectory analyses) during a cold pressor test (CPT) Study 2) Measure resting state functional connectivity with regions of the reward system related to PPR. Method: 1) Peltier thermode and CPT (10℃) were administered sequentially (N=122). The PPR was measured for four minutes after CPT offset 2) PPR was measured (N=38) following the application of a cold gel during functional imaging. Results: 1) Four trajectories were identified based on pain responses during CPT. PPR was correlated with pain trajectories, but not the efficacy of ICPM. 2) Resting state connections, significantly correlated with PPR, were the following: left nucleus accumbens (NAcc)-posterior cingulate cortex, left NAcc-dorsal anterior cingulate cortex, left amygdala-dorsolateral prefrontal cortex, right NAcc-left and right cerebellum crus II and ventromedial prefrontal cortex-right cerebellum crus II. Discussion: Sensitization and average pain unpleasantness during tonic nociceptive stimulation, as well as connectivity between regions modulating pleasure (reward) and cognition, affect the degree of PPR.

De tout temps, plusieurs groupes sociaux ont tenté de subordonner la question de l’art, des artistes et de leurs œuvres à des impératifs idéologiques et des valeurs propres à leur époque, reconfigurant ainsi la place sociale de l’art et sa portée symbolique. De nos jours, certaines idéologies travailleraient à inscrire la valeur des formes sociales de l’art, mais également du savoir et de la connaissance, à l’émergence d’une économie dite créative et de ses logiques de marché. Depuis la Commission d’enquête sur l’enseignement des arts et la publication du rapport Rioux en 1968, la constitutionnalité d’un rapport esthétique au monde se développe essentiellement dans un cadre scolaire. Par l’entremise d’une quinzaine d’entrevues auprès d’enseignants en arts plastiques (AP), notre mémoire vise à investiguer sous quelles modalités se construit un rapport esthétique au monde chez les élèves des écoles secondaires du Québec. Pour ce faire, nous nous sommes particulièrement intéressés aux modalités sociales de la configuration des savoirs artistiques dans le programme des AP et à leur transmission par l’établissement de relations pédagogiques entre l’enseignant et les élèves. L’analyse de nos résultats nous a permis de constater que malgré une explicitation égalitaire de la distribution d’une connaissance de l’art envers tous les élèves, les enseignants effectuaient une différenciation implicite des capacités esthétiques des élèves, modulant en ce sens leurs interventions en classe. Deux modèles pédagogiques fondés sur cette catégorisation des élèves par les enseignants ont été relevés : un modèle basé sur la performance et un autre sur la compétence, affectant le développement d’une valeur cognitive chez les élèves et l’élargissement de leur champ des possibles. Conséquemment, il pourrait être avantageux d’instituer le cours d’AP sous une valeur formative du plaisir par la création, rejoignant ainsi une valeur poétisante de l’art, au détriment de la survalorisation de la valeur sommative des apprentissages artistiques en vue du développement de la valeur scolaire des élèves et ultimement, de leur valeur économique. / At any time, several social groups have tried to enforce the question of art, artists and their works to ideological imperatives and values specific to their time, thus reconfiguring the art’s social place and symbolic significance. Nowadays, certain ideologies work to limit the value of the social forms of the art, but also of the knowledge, to the emergence of a so-called creative economy and its logic of the market. Since the Commission of inquiry on arts education and the publication of the Rioux report in 1968, the foundation of an aesthetic relationship to the world develops essentially in school. Using fifteen interviews with visual arts teachers, our work aims to investigate the ways in which an aesthetic relationship to the world is formed among students in Quebec high schools. To do so, we were particularly interested in the social modalities of the configuration of artistic knowledge in the visual arts program and in their transmission through the pedagogical relationships between the teacher and the students. Our analysis showed that despite an egalitarian description of the distribution of the knowledge of art towards all the students, the teachers carried out an implicit differentiation of the aesthetic capacities of the students, which modulated their interventions in class. Two pedagogical models, based on this categorization of students by teachers, were identified: a performance-based model and a competency-based model. These are affecting the development of cognitive value in students and the expansion of their range of social possibilities. Therefore, it could be beneficial to institute the visual arts course under the formative value of pleasure through creation, thus reaching a poetizing value of art. This would prevent the overvaluation of the summative value of the artistic learning of the student, of the development of their academic value and ultimately, of their economic value.

[pt] Esta dissertação propõe abrir um caminho especulativo de imaginação sobre a arquitetura moderna da Casa das Canoas (1951-1953), de autoria do arquiteto carioca Oscar Niemeyer (1907-2012), tendo alguns acontecimentos como âncora. Diferente de uma análise de projeto tradicional de arquitetura, esta pesquisa se desenvolve a partir das relações, dos afetos masculinos, da construção de corpo da modernidade, de sua visão sobre sexualidade e do seu fetiche com gênero. Neste sentido, não só a arquitetura como seus meios de comunicação – desenho, fotografia, escultura, paisagismo ou publicação – , demonstram o arcabouço projetivo das condutas humanas modernas e da construção de sociedade da época. Essas mídias possuem um papel fundamental formador de um imaginário moderno construído segundo prazeres e desejos específicos. Esta pesquisa convida a refletir sobre esses estatutos e a considerar objetos como corpos construídos, bem como a refletir sobre as normas que governam corpos e discursos de acordo com condutas e códigos culturais masculinos. Parto da inevitável consideração de que a prática arquitetônica moderna foi dominada por um pensamento patriarcal e, consequentemente, espaços projetados foram imaginados a partir de fantasias masculinas. Nesse processo está presente uma narrativa crítica à violência deste imaginário, presente em parte na arquitetura moderna brasileira e perpetuada até os dias de hoje. / [en] This dissertation proposes to open a speculative path of imagination about the modern architecture of Casa das Canoas (1951-1953), by the Brazilian architect Oscar Niemeyer (1907-2012), having some events as an anchor. Different from a traditional architectural project analysis, this research is developed from its relations, male affections, the construction of a modern body, its vision of sexuality and its gender fetish. In this sense, not only architecture but the media through it was manifested – drawings, photography, sculpture, landscaping or publishing – demonstrate the projective framework of modern human behavior and the construction of society at the time. These media have a fundamental role in forming a modern imagination built according to pleasure and desire. This research invites you to reflect on these statutes and consider objects as constructed bodies, as well as to reflect on the norms that govern bodies and discourses according to male behaviors and cultural codes. I start from the consideration that modern architectural practice was dominated by patriarchal thinking and, consequently, designed spaces were imagined from male fantasies. In this process, a critical narrative of the violence of this imaginary is present in part of modern Brazilian architecture and perpetuated until today.

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This master's thesis focuses on the issue of food in some selected works by Kawakami Hiromi (born 1958). At first, it attempts to express some characteristic features of modern Japanese cuisine in general, which are closely connected to the creation of the concept of national identity, and to give a summary of works of modern and contemporary Japanese literature in which the topic of food is present. Next, it describes the work of Kawakami Hiromi. After introducing the author's main masterpieces and its typical features, it comes to the interpretation of the selected texts which were published within 1998 and 2010. It interprets the works mainly from the thematic point of view and it attempts to determine connections in which the issue and motifs of food appear. It also studies what role is played by food, eating or cooking in Kawakami's work. In selected translated passages it makes an effort to give evidence of certain elements in her work such as: food as means of befriendment, motif of a skilled male cook, inability to cook, which leads to a conflict in a relationship etc. It compares works in which often appear lonely women protagonists longing for love and in which the real world meets the supernatural or the traditional elements meet the modern ones. In order to point out other connections...

The diploma thesis discusses the relationship between humanism and hedonism. However, its main objective is not to explain the terms in their summarized historical relatedness but to point out their internal coherence. The fundamental issue the thesis deals with is the fact that sentient beings suffer from sorrow. Enumerating the reasons why it is important to search for a solution would be a waste of our reader's time. It is necessary to understand that we don't expect empirical science to solve the problem since - despite the enthusiasm significant for this modern period - has not introduced any relief from sorrow. Here comes the opportunity for philosophy and, eventually, ethics. In its first part the thesis maps out the context of humanism and hedonism, studies their apparent as well as hidden nature, and lays the conceivable foundations of humanistic hedonism. The following section suggests a set of particular steps. Adhering to these instructions makes it possible to experience delight and to eliminate sorrow.

Text in English / Through an in-depth analysis of selected texts, this study engages with the ways in which Ogun is reimagined by recent selected Nigerian playwrights. Early writers from this country, influenced by their modernist education, misrepresented Ogun by presenting only his so-called negative attributes. Contemporary writers are reconceptualising him; it is the task of this thesis to demonstrate how they are doing so from a decolonial perspective. These alleged attributes represent Ogun as a wicked, bloodthirsty, arrogant and hot tempered god who only kills and makes no positive contribution to the Yoruba community. The thesis argues that the notion of an African god should be viewed from an Afrocentric perspective, not a Eurocentric one, which might lead to violence or misrepresentation of him. The dialogue in the plays conveys how the playwrights have constructed their main characters as Ogun representatives in their society. For example, Mojagbe and Morontonu present Balogun, the chief warlord of their different community; both characters exhibit Ogun features of defending their community. The chosen plays for this study are selected based on different notions of Ogun, the Yoruba god of iron and war, presented by the playwrights. A closer look at the primary materials this thesis explores suggests Ogun’s strong connection with rituals and cultural festivals. These plays exemplify African ritual theatre. Being a member of the Yoruba ethnic group, I have considerable knowledge of how festivals are performed. The Ogun festival is an annual celebration among the Yoruba, where African idioms of puppetry, masquerading, music, dance, mime, invocation, evocation and several elements of drama are incorporated into the performances. The selected plays critiqued in this thesis are Mojagbe (Ahmed Yerima, 2008), Battles of Pleasure (Peter Omoko, 2009), Hard Choice (Sunnie Ododo, 2011), and Morontonu (Alex Roy-Omoni, 2012). No in-depth exploration has previously been undertaken into the kinds of textual and ideological identities that Ogun adopts, especially in the selected plays. Therefore, using a decolonial epistemic perspective, this study offers a critical examination of how the selected Nigerian playwrights between the years 2008 and 2012 have constructed Ogun, the Yoruba god of iron. Such a perspective assists in delinking interpretations from the modernised notions mentioned above, in which Ogun is sometimes a paradoxical god. Coloniality is responsible for such misinterpretation; the employed theoretical framework is used to interrogate these notions. The research project begins with a general introduction locating Ogun in Yoruba mythology, which forms the background to how the god is being constructed in Yorubaland. Also included iii in this first chapter is a discussion on a decolonial perspective, the principles of coloniality, the aims and objective of the study, and the relevant literature review. Thereafter, chapter two focuses on Battles of Pleasure and argues that the play re-imagines Ogun as a god of peace and harvest as opposed to a god of war and destruction. Chapter three discusses how Ododo’s Hard Choice reconceptualises Ogun as a god of justice, in contrast to him being interpreted as a god who engages in reckless devastation of life. Chapter four explores Ogun’s representation in Yerima’s Mojagbe as a reformer who gives human beings ample time to change from their wayward course to a course that he approves. In chapter five, Ogun’s reconception as a remover of obstacles in Roy-Omoni’s Morontonu is examined. The study concludes with a discussion on how Africans should delink themselves from a modernist Eurocentric perspective and think from an Afrocentric locus of enunciation. / English Studies / D. Litt. et Phil.(English)

Le conte merveilleux, par ses caractéristiques et sa structure narrative universellement identique, peut constituer un support privilégié de la classe de langue. Son utilisation adéquate permet à l’enseignant de guider l’apprenant vers une acquisition de toutes les compétences : linguistiques, culturelles, interculturelles et fonctionnelles. Le présent travail s’appuie sur les notions théoriques associées à l’étude de ce genre littéraire. Les activités proposées sont destinées aux élèves chinois de français dans le secondaire, par lesquelles, les enseignants peuvent amener leurs élèves à partir dans le voyage merveilleux des contes français et chinois. Ainsi les élèves peuvent apprendre à aimer lire en français et découvrir le plaisir de vivre le conte dans la classe. / The marvelous tale, with his characteristics and his narrative structure universally similar, forms a privileged support in language class. The use of tale allows the teachers to guide their pupils to acquire all the competences: the linguistic, the cultural and the functional competences. Our work includes many theories that have a link with this literary kind. We suggest some activities for the Chinese pupils of secondary school. With these activities, the teachers may lead their students to go to a marvelous travel in the world of French and Chinese marvelous tales. The students learn to love reading in French and discover the pleasure to live the tales in the class.