This dissertation attempts to fill a void in early modern English drama studies by offering an in-depth, cross-gendered comparative study emphasizing representations of women’s discursive agency. Such an examination contributes to the continuing critical discussion regarding the nature and extent of women’s potential agency as speakers and writers in the period and also to recent attempts to integrate the few surviving dramas by women into the larger, male-dominated dramatic tradition. Because statements about the nature of women’s speech in the period were overwhelmingly male, I begin by establishing the richness and variety of women’s attitudes toward marriage and toward their speech relative to marriage through an examination of their first-person writings. A reassessment of the dominant paradigms of the shrew and the silent woman as presented in male-authored popular drama—including The Taming of the Shrew and Epicene—follows. Although these stereotypes are not without ambiguity, they nevertheless considerably flatten the contours of the historical patterns discernable in women’s lifewriting. As a result, female spectators may have experienced greater cognitive dissonance in reaction to the portrayals of women by boy actors. In spite of this, however, they may have borrowed freely from the occasional glimpses of newly emergent views of women readily available in the theater for their own everyday performances, as I argue in a discussion of The Shoemaker’s Holiday and The Roaring Girl. Close, cross-gendered comparison of two sets of similarly-themed plays follows: The Duchess of Malfi and The Tragedy of Mariam, and A Midsummer Night’s Dream and Love’s Victory. Here my examination reveals that the female writers’ critique of prevailing gender norms is more thorough than the male writers’ and that the emphasis on female characters’ material bodies, particularly their voices, registers the female dramatists’ dissatisfaction with the disfiguring representations of women on the maledominated professional stage. I end with a discussion of several plays by women—The Concealed Fancies, The Convent of Pleasure, and Bell in Campo—to illustrate the various revisions of marriage offered by each through their emphasis on gendered performance and, further, to suggest the importance of the woman writer’s contribution to the continuing dialectic about the nature of women and their speech.

The aim of the study is to examine factors influencing students’ feelings of pleasure or pain associated with school mathematics. Own experience of students’ frustration about mathematics and concern about students not reaching desired goals is the driving force in this study. It contributes with knowledge from the students' perspective. Hopefully the result can help others, teachers and parents, to strengthen pupils’ desire and ability to learn. Students’ emotions about mathematics are important for learning and mathematics can cause joy as well as anxiety. The students who are positive often need stimulation and challenge, but are usually not a problem for the adults. The negative emotions, especially fear, is something that adults should take into account and try to develop for the better. Anxiety can be described as "a lack of well-being". It can cause panic, paralysis and mental disorganization when students are required to solve math tasks. Math anxiety can also be defined as a combination of stress before the test, low self-esteem, fear of failure and negative attitudes towards learning mathematics. Symptoms can include avoidance of formal mathematics instruction, poor test results and that instructions will not have the expected effect. There is a phenomenological approach of the study. Phenomenology studies how the consciousness creates meaning. The focal point is trying to learn about the students’ experience of their 'Being-in-the-World'. How do students view school mathematics, and why? What can create desire for learning mathematics? What can create uneasiness in learning mathematics? In order to get a better view of this complex area four different data sources are used. Eight pupils are interviewed individually. 19 students participated in focus group interviews. 134 students, ages 11-13, answered questions in a web survey. One class observation was also made. The result was formed into three important factors, Student’s own view of capacity and attitude to mathematics, Importance of relations to others (teachers, class mates, parents) and Content and working forms. Three different themes came into focus – Understanding, Working atmosphere and Safety. The four main areas of importance, as seen in this study, are Interaction student-teacher, Understanding and feeling of success, Good atmosphere in the classroom and Awareness about the use of mathematics. The results show areas of importance for pupils who are feeling math anxiety. They are less aware of how mathematics can be of use for them also outside school and the importance of mathematics in their future lives. They need a much stronger support from adults, teachers and parents, in their math studies, than pupils without anxiety. The classroom environment can also cause problems, if students do not feel safe or feel stressed or disturbed by other pupils or teachers. There are also a few differences between the girls’ and the boys’ experiences, where girls seem to reflect more about their uneasiness when it comes to mathematics, sometimes caused by the boys. What can teachers learn from this study? In short: motivate, teach and let the pupils talk.

The aim of this doctoral thesis is to explore how art was mediated and given meaning in the environment of an urban media culture in Stockholm during the second part of the 18th century. It comprises studies of how art was distributed on the market, how it was discussed in the press and how it was exhibited in public. It also includes an analytical orientation toward mixing of concepts and values, rather than purifying them into categories such as elite and popular. Art is approached as an open concept of investigation. The thesis presents three studies. The first discusses art as concepts and subject matter in papers, pamphlets and encyclopaedias, with a critical stand against the historiography emphasizing the establishment of the 'fine arts'.  The second situates art in two parallel practises of showing art in public, exhibitions arranged by the Academy of Arts and the Auction Chamber's public sales. The third deals with prints on the market, a medium equally recognized as one of the fine arts and as a visual mass medium. All studies also consider notions of interaction, public, and social class. Two overarching arguments are developed. The first concerns media cultural functions as mechanisms of cultural transgression. This argument points to the mixing of international and local, regarding both themes in the press and prints on the market. It also stresses the mixing of art, commerce, and entertainment, in the dual character of both the academy's exhibitions and the auction's sales. The second argument consists in pointing to alternative cuts, by which I suggest discursive relations between art, luxury, entertainment, and knowledge. These are areas that, since the 18th century, have often been kept apart, but were nonetheless deeply interwoven. One overarchig pattern studied throughout the thesis is the 18th-century linking of the fine arts as well as luxury, entertainment, and knowledge to a perceptually defined subject.

This thesis deals with the objective and subjective cognition of beauty by a scholastic philosopher Thomas Aquinas. The initial chapters provide historical sources and a source of St. Thomas´s beauty, because beauty was not the main topic of theology and philosophy in the Middle Ages. From the definition of beauty, we know that beauty belongs to the cognitive power, thus next chapters present the activity of the senses and reason, by which we recognize beauty. (Pulchrum autem respicit vim cognoscitivam). This cognitive power results in the objective characteristics of beauty, ie.: a) integrity; b) proportion; c) clarity.) The penultimate chapter justifies the importance of knowledge of objective and subjective beauty, from which it follows in us enjoyment (delectatio et amor). If there is a reason to evaluate the knowledge and principles relating to the beauty, there is a necessary overlap present knowledge such as science. The final chapter addresses the interesting question of modern science - aesthetics: "Whether beauty, as written by Thomas Aquinas, is a specific distinct transcendental or only implicit transcendental initiated by the philosophers of the 20th century?" The thesis tries to show the importance of studying medieval philosophy in shaping topics such as beauty and art.

Cette recherche analyse la dynamique santé/souffrance mentale vécue par des éducateurs sociaux de l'Escola de Ensino Fundamental Porto Alegre (École et Collège Porto Alegre [E.P.A.]) dans leur travail avec des adolescents en situation de rue. La psychodynamique du travail a servi de méthodologie pour explorer le rapport de plaisir et/ou souffrance de ces éducateurs sociaux au travail et pour identifier les stratégies individuelles et collectives qu'ils ont bâties pour faire face à leur travail quotidien. Elle a permis d'organiser un groupe de chercheurs et de fonctionnaires qui a pris la mesure de la dynamique vécue par les éducateurs sociaux. De fait, ces professionnels se sont formés dans un rapport direct aux transformations survenues historiquement dans les politiques publiques pour l'enfance et l'adolescence, au Brésil. Ces dernières les ont affectés et ont modifié leur façon de travailler, à partir de leur vécu pratique. Ces éducateurs sont mobilisés par la situation de vie du public dont ils s'occupent et par les relations établies avec leurs collègues et le réseau de services externe à l'établissement. Il y a évidement des liens de confiance et de coopération entre pairs qui empêche toute construction collective permettant de surmonter les difficultés rencontrées. Les changements de gestion survenus dans l'administration municipale et la discontinuité des programmes et projets ont eu une influence directe sur l'école et ses fonctionnaires. En même temps, le désir de transformer la réalité est toujours présent chez ces éducateurs, même s'il s'est émoussé. Tous les fonctionnaires de l'école reconnaissent l'importance d'entretenir un espace public de discussion pouvant qualifier leur travail, aussi bien en interne qu'en externe, et de construire des relations basées sur la confiance et la coopération pour transformer les situations de travail et créer de nouvelles manières de travailler et de promouvoir la santé. / Esta pesquisa tem como objeto de estudo a dinâmica saúde/sofrimento mental, vivida por educadores sociais, da Escola de Ensino Fundamental Porto Alegre (EPA), no trabalho com adolescentes em situação de rua. Foi utilizada a Metodologia em Psicodinâmica do Trabalho, para a investigação da relação de prazer e/ou sofrimento, no trabalho dos educadores sociais, além da identificação das estratégias individuais e coletivas, construídas por estes educadores, para o enfrentamento do cotidiano no trabalho. A utilização da Metodologia permitiu a organização de um grupo, entre pesquisadores e trabalhadores, que dimensionou a dinâmica vivida pelos educadores sociais. Verificou-se que esses profissionais são trabalhadores que tiveram sua formação construída em relação direta às transformações ocorridas, historicamente, nas políticas públicas para a infância e adolescência no país, sendo afetados por elas e transformando seu fazer, a partir da vivência prática no trabalho. Os educadores encontram-se mobilizados pela situação de vida do público atendido, assim como pelas relações estabelecidas com os colegas e a rede de serviços externa à escola. Há um esvaziamento dos vínculos de confiança e cooperação entre os pares, não possibilitando a construção coletiva de superação das dificuldades encontradas. As mudanças de gestão, ocorridas na administração municipal, bem como a descontinuidade dos programas e projetos, têm influenciado diretamente a escola e seus trabalhadores. Ao mesmo tempo, ainda permanece, nestes educadores, o desejo de transformação da realidade que, apesar de esmorecido, não foi totalmente abandonado. Para todos os trabalhadores da escola, é muito importante a manutenção de um espaço público de discussão, que possa qualificar seu trabalho, interna e externamente, e construir relações baseadas na confiança e cooperação. Isso é importante, no sentido de transformar as situações de trabalho, criando novos modos de trabalhar e de promover saúde. / The purpose of this research is to study the health/mental suffering dynamic experienced by social educators at the Porto Alegre School of Elementary Education (EPA) in their work with adolescents living on the streets. The psychodynamics at work method was used to investigate pleasure and/or suffering experienced during social educators' work, as well as to identify individual and collective strategies created by these educators to face everyday challenges at work. Using this method made it possible to organize a group including both researchers and workers that placed importance on the dynamic lived by these social educators. It was shown that these professionals are workers whose education has taken place as a direct result of transformations that have occurred in government policies on children and adolescents in Brazil, which affect them and transform their work through practical on-the-job experiences. These educators are emotionally moved by the living situation of the public they serve, as well as by the relationships they establish with their coworkers and the network of services surrounding the school. Bonds of trust and cooperation among peers are exhausted, thereby preventing them from collectively overcoming the difficulties they encounter. Changes in management occurring at the level of city administration, as well as the discontinuity of programs and projects directly affect the school and its workers. At the same time, these educators hold on to their desire to transform reality that although weakened has not been completely abandoned. For all of the school's workers, it is very important both to maintain a public space for discussion, where they can improve their work internally and externally, and to build relationships based on confidence and cooperation. This is important in that it transforms working situations, creating new ways of working and promoting health.

Cette recherche analyse la dynamique santé/souffrance mentale vécue par des éducateurs sociaux de l'Escola de Ensino Fundamental Porto Alegre (École et Collège Porto Alegre [E.P.A.]) dans leur travail avec des adolescents en situation de rue. La psychodynamique du travail a servi de méthodologie pour explorer le rapport de plaisir et/ou souffrance de ces éducateurs sociaux au travail et pour identifier les stratégies individuelles et collectives qu'ils ont bâties pour faire face à leur travail quotidien. Elle a permis d'organiser un groupe de chercheurs et de fonctionnaires qui a pris la mesure de la dynamique vécue par les éducateurs sociaux. De fait, ces professionnels se sont formés dans un rapport direct aux transformations survenues historiquement dans les politiques publiques pour l'enfance et l'adolescence, au Brésil. Ces dernières les ont affectés et ont modifié leur façon de travailler, à partir de leur vécu pratique. Ces éducateurs sont mobilisés par la situation de vie du public dont ils s'occupent et par les relations établies avec leurs collègues et le réseau de services externe à l'établissement. Il y a évidement des liens de confiance et de coopération entre pairs qui empêche toute construction collective permettant de surmonter les difficultés rencontrées. Les changements de gestion survenus dans l'administration municipale et la discontinuité des programmes et projets ont eu une influence directe sur l'école et ses fonctionnaires. En même temps, le désir de transformer la réalité est toujours présent chez ces éducateurs, même s'il s'est émoussé. Tous les fonctionnaires de l'école reconnaissent l'importance d'entretenir un espace public de discussion pouvant qualifier leur travail, aussi bien en interne qu'en externe, et de construire des relations basées sur la confiance et la coopération pour transformer les situations de travail et créer de nouvelles manières de travailler et de promouvoir la santé. / Esta pesquisa tem como objeto de estudo a dinâmica saúde/sofrimento mental, vivida por educadores sociais, da Escola de Ensino Fundamental Porto Alegre (EPA), no trabalho com adolescentes em situação de rua. Foi utilizada a Metodologia em Psicodinâmica do Trabalho, para a investigação da relação de prazer e/ou sofrimento, no trabalho dos educadores sociais, além da identificação das estratégias individuais e coletivas, construídas por estes educadores, para o enfrentamento do cotidiano no trabalho. A utilização da Metodologia permitiu a organização de um grupo, entre pesquisadores e trabalhadores, que dimensionou a dinâmica vivida pelos educadores sociais. Verificou-se que esses profissionais são trabalhadores que tiveram sua formação construída em relação direta às transformações ocorridas, historicamente, nas políticas públicas para a infância e adolescência no país, sendo afetados por elas e transformando seu fazer, a partir da vivência prática no trabalho. Os educadores encontram-se mobilizados pela situação de vida do público atendido, assim como pelas relações estabelecidas com os colegas e a rede de serviços externa à escola. Há um esvaziamento dos vínculos de confiança e cooperação entre os pares, não possibilitando a construção coletiva de superação das dificuldades encontradas. As mudanças de gestão, ocorridas na administração municipal, bem como a descontinuidade dos programas e projetos, têm influenciado diretamente a escola e seus trabalhadores. Ao mesmo tempo, ainda permanece, nestes educadores, o desejo de transformação da realidade que, apesar de esmorecido, não foi totalmente abandonado. Para todos os trabalhadores da escola, é muito importante a manutenção de um espaço público de discussão, que possa qualificar seu trabalho, interna e externamente, e construir relações baseadas na confiança e cooperação. Isso é importante, no sentido de transformar as situações de trabalho, criando novos modos de trabalhar e de promover saúde. / The purpose of this research is to study the health/mental suffering dynamic experienced by social educators at the Porto Alegre School of Elementary Education (EPA) in their work with adolescents living on the streets. The psychodynamics at work method was used to investigate pleasure and/or suffering experienced during social educators' work, as well as to identify individual and collective strategies created by these educators to face everyday challenges at work. Using this method made it possible to organize a group including both researchers and workers that placed importance on the dynamic lived by these social educators. It was shown that these professionals are workers whose education has taken place as a direct result of transformations that have occurred in government policies on children and adolescents in Brazil, which affect them and transform their work through practical on-the-job experiences. These educators are emotionally moved by the living situation of the public they serve, as well as by the relationships they establish with their coworkers and the network of services surrounding the school. Bonds of trust and cooperation among peers are exhausted, thereby preventing them from collectively overcoming the difficulties they encounter. Changes in management occurring at the level of city administration, as well as the discontinuity of programs and projects directly affect the school and its workers. At the same time, these educators hold on to their desire to transform reality that although weakened has not been completely abandoned. For all of the school's workers, it is very important both to maintain a public space for discussion, where they can improve their work internally and externally, and to build relationships based on confidence and cooperation. This is important in that it transforms working situations, creating new ways of working and promoting health.

Cette recherche analyse la dynamique santé/souffrance mentale vécue par des éducateurs sociaux de l'Escola de Ensino Fundamental Porto Alegre (École et Collège Porto Alegre [E.P.A.]) dans leur travail avec des adolescents en situation de rue. La psychodynamique du travail a servi de méthodologie pour explorer le rapport de plaisir et/ou souffrance de ces éducateurs sociaux au travail et pour identifier les stratégies individuelles et collectives qu'ils ont bâties pour faire face à leur travail quotidien. Elle a permis d'organiser un groupe de chercheurs et de fonctionnaires qui a pris la mesure de la dynamique vécue par les éducateurs sociaux. De fait, ces professionnels se sont formés dans un rapport direct aux transformations survenues historiquement dans les politiques publiques pour l'enfance et l'adolescence, au Brésil. Ces dernières les ont affectés et ont modifié leur façon de travailler, à partir de leur vécu pratique. Ces éducateurs sont mobilisés par la situation de vie du public dont ils s'occupent et par les relations établies avec leurs collègues et le réseau de services externe à l'établissement. Il y a évidement des liens de confiance et de coopération entre pairs qui empêche toute construction collective permettant de surmonter les difficultés rencontrées. Les changements de gestion survenus dans l'administration municipale et la discontinuité des programmes et projets ont eu une influence directe sur l'école et ses fonctionnaires. En même temps, le désir de transformer la réalité est toujours présent chez ces éducateurs, même s'il s'est émoussé. Tous les fonctionnaires de l'école reconnaissent l'importance d'entretenir un espace public de discussion pouvant qualifier leur travail, aussi bien en interne qu'en externe, et de construire des relations basées sur la confiance et la coopération pour transformer les situations de travail et créer de nouvelles manières de travailler et de promouvoir la santé. / Esta pesquisa tem como objeto de estudo a dinâmica saúde/sofrimento mental, vivida por educadores sociais, da Escola de Ensino Fundamental Porto Alegre (EPA), no trabalho com adolescentes em situação de rua. Foi utilizada a Metodologia em Psicodinâmica do Trabalho, para a investigação da relação de prazer e/ou sofrimento, no trabalho dos educadores sociais, além da identificação das estratégias individuais e coletivas, construídas por estes educadores, para o enfrentamento do cotidiano no trabalho. A utilização da Metodologia permitiu a organização de um grupo, entre pesquisadores e trabalhadores, que dimensionou a dinâmica vivida pelos educadores sociais. Verificou-se que esses profissionais são trabalhadores que tiveram sua formação construída em relação direta às transformações ocorridas, historicamente, nas políticas públicas para a infância e adolescência no país, sendo afetados por elas e transformando seu fazer, a partir da vivência prática no trabalho. Os educadores encontram-se mobilizados pela situação de vida do público atendido, assim como pelas relações estabelecidas com os colegas e a rede de serviços externa à escola. Há um esvaziamento dos vínculos de confiança e cooperação entre os pares, não possibilitando a construção coletiva de superação das dificuldades encontradas. As mudanças de gestão, ocorridas na administração municipal, bem como a descontinuidade dos programas e projetos, têm influenciado diretamente a escola e seus trabalhadores. Ao mesmo tempo, ainda permanece, nestes educadores, o desejo de transformação da realidade que, apesar de esmorecido, não foi totalmente abandonado. Para todos os trabalhadores da escola, é muito importante a manutenção de um espaço público de discussão, que possa qualificar seu trabalho, interna e externamente, e construir relações baseadas na confiança e cooperação. Isso é importante, no sentido de transformar as situações de trabalho, criando novos modos de trabalhar e de promover saúde. / The purpose of this research is to study the health/mental suffering dynamic experienced by social educators at the Porto Alegre School of Elementary Education (EPA) in their work with adolescents living on the streets. The psychodynamics at work method was used to investigate pleasure and/or suffering experienced during social educators' work, as well as to identify individual and collective strategies created by these educators to face everyday challenges at work. Using this method made it possible to organize a group including both researchers and workers that placed importance on the dynamic lived by these social educators. It was shown that these professionals are workers whose education has taken place as a direct result of transformations that have occurred in government policies on children and adolescents in Brazil, which affect them and transform their work through practical on-the-job experiences. These educators are emotionally moved by the living situation of the public they serve, as well as by the relationships they establish with their coworkers and the network of services surrounding the school. Bonds of trust and cooperation among peers are exhausted, thereby preventing them from collectively overcoming the difficulties they encounter. Changes in management occurring at the level of city administration, as well as the discontinuity of programs and projects directly affect the school and its workers. At the same time, these educators hold on to their desire to transform reality that although weakened has not been completely abandoned. For all of the school's workers, it is very important both to maintain a public space for discussion, where they can improve their work internally and externally, and to build relationships based on confidence and cooperation. This is important in that it transforms working situations, creating new ways of working and promoting health.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-05-17T18:44:38Z No. of bitstreams: 1 amandaferreiradearaujo.pdf: 2512560 bytes, checksum: 0250c9fd12a19353bf81c4a48fe0691b (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-05-22T11:37:43Z (GMT) No. of bitstreams: 1 amandaferreiradearaujo.pdf: 2512560 bytes, checksum: 0250c9fd12a19353bf81c4a48fe0691b (MD5) / Made available in DSpace on 2018-05-22T11:37:43Z (GMT). No. of bitstreams: 1 amandaferreiradearaujo.pdf: 2512560 bytes, checksum: 0250c9fd12a19353bf81c4a48fe0691b (MD5) Previous issue date: 2018-04-04 / O Agente Comunitário de Saúde (ACS) é fundamental no contexto da Atenção Primária à Saúde no Brasil e encontra-se envolvido em uma variedade de ambientes de trabalho e peculiaridades que justificam a realização de pesquisas referentes à saúde e condições de trabalho destes profissionais. Assim sendo, o objetivo deste estudo foi analisar e discutir as condições de trabalho dos ACS do município de Juiz de Fora e sua relação com as vivências de prazer, sofrimento e contexto de trabalho. Trata-se de um estudo transversal, quantitativo, realizado com 400 ACS. A coleta de dados foi realizada entre outubro de 2016 e fevereiro de 2017 e foram utilizados como instrumentos dois questionários auto-preenchíveis e duas escalas do Inventário sobre Trabalho e Risco de Adoecimento (ITRA). A população estudada foi predominantemente composta por mulheres (91,2%), com idade média de 46 anos (desvio padrão de 10,22), casadas ou em união estável (57,5%) e com ensino médio completo (76,4%). Nos resultados, a Escala de Avaliação do Contexto de Trabalho (EACT) apresentou os seus três domínios avaliados como crítico, sendo que dois itens relativos às condições de trabalho foram classificados como grave. Na Escala de Indicadores de Prazer e Sofrimento no Trabalho (EIPST), os domínios que avaliam o prazer foram classificados como satisfatório. Dentre os itens destes domínios, ganham destaque os relativos à identificação com o trabalho e o orgulho de exercer a profissão, com médias altas de pontuação positiva, bem como os relativos à confiança entre os colegas, motivação, valorização e reconhecimento, classificados como críticos e sendo, portanto, fatores potencializadores de sofrimento. Os domínios relacionados ao sofrimento no trabalho apresentaram resultado crítico. O domínio Esgotamento Profissional foi o que apresentou a avaliação mais negativa, com todos os itens avaliados como críticos. Com relação às associações os dados sociodemográficos e as condições físico-estruturais do trabalho com os domínios da EACT e EIPST, temos que quanto maior for a idade do ACS, maior é sua realização profissional. Também foi verificado uma associação de vivências de sofrimento e o sexo feminino. Verificamos que a maioria dos itens pesquisados no questionário sobre condições físico-estruturais mostrou associação estatisticamente significativa com a EACT e a EIPST. Isso quer dizer que os ACS consideram suas condições de trabalho inadequadas, insatisfatórias ou ruins e que estas são geradoras de vivências de sofrimento no trabalho. / The Community Health Agent is paramount in the context of Primary Health Care in Brazil and this agent is currently involved in a variety of work environments and specialties that justify a specific research concerning the health and working conditions of these professionals. The aim of this study is to analyze and discuss the working conditions of the “ACS” (Community Health Agent) from the city of Juiz de Fora and the interconnection with their experiences of pleasure and suffering and pain in their work context. It is a cross-sectional, quantitative study with a number of 400 evaluated professionals. Data collection has been performed from October 2016 until February 2017 and two self-fulfilling surveys and two scales of the Work Inventory and Risk of Falling ill (ITRA) were used as instruments for the research. The population of the study is predominantly female (91.2%), around 46 years old in average (standard deviation of 10.22), married or in a stable relationship (57.5%) with a high school degree of education (76.4% %). Regarding the results, the Work Context Assessment Scale (EACT) has presented its three most important indicators as critical; two of them - related to working conditions – have been ranked as severe. Considering the Indicators of Pleasure and Pain at Work (EIPST), the indicators that evaluate pleasure have been ranked as satisfactory. Among all the items, the ones related to work recognition and the pride to work in the designated profession were the ones which have had the highest averages of positive scores. On the other hand, the ones related to trustfulness among work colleagues, work motivation and work recognition by their peers have been ranked as critical, hence, they have been considered as potential indicators of suffering and pain at the work environment. The indicators related to the suffering and pain at work have presented critical results. The indicator regarding Professional Burnout is the one that has presented the most negative evaluation, having had all of its items ranked as critical. Regarding the cross-sectional data, the sociodemographic data and the physical-structural conditions of work with the EACT and EIPST indicators, we understand that the older the ACS gets, the greater is his/her professional fulfillment . It has also been verified an association of experiences of pain and suffering with the female sex. We have noticed that most of the items in the survey concerning physical-structural conditions have shown a statistically significant association with EACT and EIPST. It means that the ACS consider their working conditions inadequate, unsatisfactory or even bad and that these conditions are helping develop experiences of suffering and pain at the work environment.

Jazz music is transmitted by aural and oral means. As recording and broadcast mediums became increasingly ubiquitous, starting in the mid twentieth-century, an ever greater proportion of jazz’s aural transmission would be mediated by these developing technologies. Many commentators address sound’s mediation from one state to another by identifying the resulting recording as an object. This object transcends temporal and spacial proximity, possessing inherent authority with implications for authorship, related work-concepts, and even issues of cultural assimilation. From a perspective informed by writings in musicology, philosophy, and sound studies, I examine recorded jazz music from the twentieth-century. I begin by positioning the history of jazz music in relation to the emergence of recording technologies to establish recordings as authoritative texts. I then translate (by transcription) primarily non-literate jazz recordings into the primarily literate discourse of musicology. In the course of examining music by James Moody, Eddie Jefferson, Bud Powell, Chick Corea, and others, I conclude that they all exemplify musical intertextuality. In some cases, technological mediation connects the texts. I then turn to an examination of recordings specifically. I begin by questioning musical notation as an adequate description of sound and move to developing a broader analytical framework. This thesis culminates with a comparison of Bud Powell’s 1949 recording of Bouncin’ With Bud and Chick Corea’s 1997 recording. Using the framework mentioned, disparate potentialities afforded by each recording’s mediation are connected to musical characteristics. / Graduate

This study aims to find an understanding of how pleasure reading outside of a classroom context can assist in the development of English as a second language. The study primarily seeks to examine what teachers and parents say about how the access to and active reading of English books in children’s home environment can benefit their language skills development in the classroom, and this has been done through qualitative interviews. The interviewees were categorized into two groups, one group consisting of four teachers working as English teachers in grades 4-6 at four different schools, and the other consisting of parents of children currently studying in grades 4-6. The results of the study show that most of the interviewed parents encourage their children to read in English, however most of the mentioned children engage more in pleasure reading in Swedish rather than English. The study also shows that the interviewed teachers share the opinion that students who read in English during their free time bring better comprehension of and proficiency in the English language to the classroom. / Den här studien syftar till att få en förståelse för hur nöjesläsning utanför ett klassrumssammanhang kan assistera i utvecklingen av engelska som andraspråk. Studien riktar sig i första hand mot att undersöka vad lärare och föräldrar säger om hur tillgången till och läsningen av böcker på engelska i ett barns hemmiljö kan gynna utvecklingen av deras språkkunskaper i klassrummet, och detta har gjorts genom kvalitativa intervjuer. De intervjuade deltagarna kategoriserades i två grupper, en grupp bestående av fyra lärare som arbetar som engelsklärare i årskurserna 4-6 på fyra olika skolor, och den andra gruppen bestående av fyra föräldrar till barn som går i årskurs 4-6. Resultaten av studien visar att de flesta intervjuade föräldrarna uppmuntrar sina barn att nöjesläsa på engelska, men att de flesta av de nämnda barnen ägnar sig mer åt nöjesläsning på svenska. Studien visar också att de intervjuade lärarna delar åsikten att elever som läser på engelska under sin fritid har med sig bättre förståelse och språkfärdighet i det engelska språket till klassrummet.