Submitted by Isaac Francisco de Souza Dias (isaac.souzadias@ufpe.br) on 2016-02-29T18:35:41Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE Giselda Magalhaes Moreno Nobrega.pdf: 801122 bytes, checksum: d01aa5909fdb53816240291d133f546c (MD5) / Made available in DSpace on 2016-02-29T18:35:41Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE Giselda Magalhaes Moreno Nobrega.pdf: 801122 bytes, checksum: d01aa5909fdb53816240291d133f546c (MD5) Previous issue date: 2015-02-11 / CNPQ / O pensamento sobre o possível (e consequentemente sobre o impossível e a certeza) configura-se enquanto raciocínio abstrato, sendo esse um dos aspectos que caracteriza o desenvolvimento cognitivo do sujeito. Isso porque conjecturar acerca de possíveis exige habilidades hipotético-dedutivas, que permitem ao sujeito pensar sobre situações que não constituem uma realidade imediata. Apesar da importância do tema, há na literatura uma escassez de estudos acerca da concepção de possível. O estudo encontrado data de 1985, e consiste em um conjunto de experimentos realizados por Piaget e colaboradores. Na visão piagetiana, as noções sobre o possível começam a emergir por volta dos sete, oito anos. Porém, estudos recentes no campo da Psicologia da Educação Matemática têm mostrado que crianças de cinco anos já são capazes de conjecturar sobre o possível em situações que envolvem noções iniciais de probabilidade e análise combinatória. Diante disso, este estudo teve por objetivo investigar a concepção do possível em crianças no âmbito do conhecimento matemático e não-matemático. Participaram deste estudo 180 crianças de ambos os sexos, alunas de duas escolas particulares da cidade de Recife, igualmente divididas em seis grupos de participantes em função da escolaridade, que variava do Infantil III ao 5º ano. Cada participante respondeu a um conjunto de 36 perguntas acerca de ocorrência de três tipos de situações: possíveis, impossíveis e certas de acontecer – tanto no domínio de conhecimento matemático como não-matemático. Especificamente no domínio da matemática, as questões eram referentes a probabilidade e análise combinatória. Os dados foram analisados em função do desempenho (acertos) e das justificativas dadas pelas crianças. Os resultados mostraram que aos cinco anos as crianças já são capazes de pensar sobre a possibilidade (ou não) de ocorrência de situações hipotéticas a elas apresentadas. Essa concepção de possível se desenvolve ao longo do tempo, de modo que as crianças mais velhas não só apresentam um melhor desempenho como também se tornam mais capazes de justificar suas respostas de maneira fundamentada. Os dados mostraram também que com exceção das crianças do Infantil III (que evidenciam um desempenho superior nas perguntas de conhecimento não-matemático), não houve diferença significativa de desempenho entre as perguntas de conhecimento matemático e não-matemático. Tal fato sugere que desde muito cedo as crianças já se mostram aptas a conjecturar sobre o possível em diferentes contextos. No que se refere aos tipos de questões (possibilidade, impossibilidade e certeza), constatou-se que as perguntas do tipo possibilidade foram mais facilmente respondidas no âmbito do conhecimento matemático do que no âmbito do conhecimento não-matemático. Já as perguntas do tipo impossibilidade mostraram-se mais fáceis no conhecimento não-matemático. Nas questões do tipo certeza o desempenho das crianças foi semelhante nesses dois domínios de conhecimento. O fato das crianças apresentarem facilidade em pensar sobre as possibilidades no âmbito do conhecimento matemático abre caminhos para aprofundar a abordagem dos conteúdos de probabilidade e análise combinatória no contexto escolar. Se crianças a partir do 3º ano do Ensino Fundamental já demonstram ter o entendimento de situações probabilistas, talvez seja o momento de aprofundar mais as noções de probabilidade trabalhadas em sala de aula. A partir do 3º ano as crianças apresentaram um desempenho significativamente melhor em probabilidade do que em combinatória, sugerindo a existência de um “freio” no desenvolvimento deste conceito, que é essencialmente escolar. Ao que parece, os conteúdos de análise combinatória ou não estão sendo trabalhados nas series iniciais, ou a maneira como se conduz esse trabalho não permite que as crianças se apropriem e desenvolvam o seu raciocínio acerca dos princípios da combinatória. / The thought of the possible (and consequently of the impossible, as well as “ertainty) is configured in the realm of abstract reasoning, being one of the aspects to characterize the cognitive development of a subject. That can be justified by the fact that conjectures about possibilities and outcomes, requires hypothetical-deductive skills that allow the subject to think about situations that are not an immediate reality. Despite the importance of the issue, there is a shortage, in the literature, of studies on the conception of possible. The study found dates back to 1985 and consists of a set of experiments conducted by Piaget and colleagues. According to their view, the notions about the possible begin to emerge when the individual is about seven or eight years old. However, recent studies in the field of Psychology of Mathematics Education have shown that children under five years old are already able to conjecture about the possible in situations involving basics of probability and combinatory analysis. This study aimed to investigate the designation of possible in children under the mathematical as well as non-mathematical knowledge. The study included 180 children of both sexes, two private school students in the city of Recife, equally divided into six groups of participants according to level of education, ranging from Childhood III to 5th Grade. Each participant answered a set of 36 questions about occurrence of three types of situations: possible, impossible and certain to happen - both in the mathematical and non-mathematical knowledge domains. Specifically in the mathematical domain, the questions concerned probability and combinatory analysis. Data were analyzed in terms of performance (right/wrong) and the justifications given by subjects. The results showed that at the age of five, children are capable of thinking about the possibility (or not) of the occurrence of hypothetical situations presented to them. This design can develop over time, in the sense that older children not only incur in a better performance including well fundamented justifications to their responses. The data also showed that with the exception of children from Childhood III (that show superior performance in non-mathematical knowledge questions), there was no significant difference in performance between the mathematical and non-mathematical knowledge questions. This suggests that at early stages in life, children already show the ability to conjecture about the possible in different contexts. With regard to the types of questions (possibility and impossibility and certainty), it was found that the questions of the type possibility were more easily answered in the context of the mathematical knowledge that under the non-mathematical knowledge. Nonetheless the questions of impossibility type proved to be better handled in the non-mathematical domain. In the certainty questions the children's performance was similar regarding both domains of knowledge. The fact that children presented their responses regarding possibility with ease within the mathematical knowledge paves the way to deepen the approach of combinatorial probability of content and analysis in the school context. If children from the 3rd year of elementary school have already demonstrated understanding of probabilistic situations, it may be time to deepen more the notions of probability explored in the classroom. Still in this context, children from the 3rd year on, the subjects had significantly better performance in probability than in combinatorial analysis, suggesting the existence of a brake on the development of this concept, which is essentially established by school. Apparently, the combinatorial contents are either not being developed in the early school years, or the way that this work is conducted does not allow children to take ownership and develop their own thinking about such principles.

O presente trabalho procura demonstrar a evolução do conceito jurídico de cidadania, buscando compreender qual conceito melhor reflete o panorama democrático do século XXI. A democracia atual implica o envolvimento de múltiplos personagens, caminhando para a ampliação das formas de participação e do espaço de compartilhamento do poder entre a população e seus representantes. O conceito jurídico tradicional de cidadania se diferencia do conceito adotado pelas demais áreas do conhecimento, pois a limita aos direitos políticos ativos e passivos. Essa concepção clássica parece não corresponder ao atual estágio democrático, em que os governos passam a sofrer maior influência externa e interna, além da crescente possibilidade de participação dos personagens estranhos. É inegável o desconforto em conferir aos não detentores dos direitos políticos a condição de não-cidadãos, mesmo se esse conceito for considerado estritamente técnico. As ciências não-jurídicas desenvolveram o conceito de cidadania a partir do período pós-guerra, especialmente com a concepção de direito a ter direitos, introduzida por Hannah Arendt, a partir da qual os direitos políticos já não se resumem mais ao direito de votar e de ser votado. A possibilidade de participação e de compartilhamento do poder demonstra ser a cidadania um elemento democrático de significado muito mais amplo, cujo conceito deve ser construído não apenas à luz do direito positivo vigente, mas também considerando a necessária afirmação dos Direitos Humanos. Assim, pode-se dizer que o conceito jurídico de cidadania que fundamenta o Estado Democrático de Direito da República Federativa do Brasil deve ser entendido como o \"princípio da máxima inclusão possível\" dos indivíduos nas esferas política, econômica, cultural e social. / This present work aims at showing the evolution of the citizenship legal concept, seeking to comprehend which concept better reflects the democratic panorama of the 21st Century. Current democracy implicates the involvement of multiple characters walking towards the enhancement of participation forms and power sharing space between population and its representative. The traditional legal concept of citizenship differentiates from the concept adopted by other knowledge areas because it limits active and passive electoral rights. This classic conception seems not to relate to the current democracy stage, in which governments suffer greater external and internal influences, other than the possibility of foreign characters participation. It is undeniable how uneasy it is to grant non-citizen status to those not holding electoral rights, even if this concept is considered strictly technical. Non-legal sciences have developed the concept of citizenship from the post-war period, particularly with the conception of right to have rights introduced by Hannah Arendt, from which political rights are no longer narrowed to the right to vote and to be voted. The possibility of participation and sharing power evidences that citizenship is a democratic element with a much broader meaning, which concept must be built not only at the light of the positive right in force but also considering the required affirmation of Human Rights. Therefore, one can say that the legal concept of citizenship providing grounds to the Democratic State based on the rule of Law of the Federative Republic of Brazil must be understood as principle of maximum possible inclusion of individuals in the political, economical, cultural and social branches.

L’étude se fonde sur l’hypothèse que le possible est un critère fondateur du roman médiéval. Le corpus est donc constitué d’œuvres romanesques ou qui peuvent être considérées comme des précurseurs du roman : les chroniques de Wace, le roman antique, les romans tristaniens et les romans de Chrétien de Troyes. Ces œuvres ont été explorées suivant une double approche. La première approche, linguistique, a essayé de dégager pour trois faits de langue (futur, futur II, propositions hypothétiques) une racine sémantique et, surtout, un éventail de significations ; l’étude a permis de dégager des phénomènes stylistiques : d’une part, les auteurs peuvent se singulariser dans leur emploi des formes (on dégage alors des traits idiolectaux) ; d’autre part, certaines formes ont des emplois marqués qui peuvent, en contexte, être considérés comme expressifs. La seconde approche est littéraire ; elle permet de dégager comment ces formes linguistiques sont investies dans une œuvre. En se concentrant sur des segments brefs et saillants (formules et interventions narratoriales), il a été possible d’identifier des traits singularisant l’œuvre de chaque auteur, mais aussi des éléments spécifiques au genre du roman. En étudiant d’une manière plus large le possible, défini comme la confrontation au futur contingent, certains éléments d’ordre générique ont été dégagés. Tout d’abord, le roman motive systématiquement l’action : le possible sert à exprimer une volonté, un projet, une verbalisation initiale précédant la réalisation de l’action ; l’écriture romanesque semble insister sur l’investissement individuel dans l’accomplissement de l’acte. Ensuite, un processus se révèle au plan chronologique. En effet, toute forme de prédestination ou de fatalité s’efface progressivement dans les textes ; ceux-ci se focalisent désormais plus sur la liberté humaine. Cette focalisation se fait selon deux procédés : le premier consiste à présenter la volonté du héros comme problématique, et le second à développer le principe d’incertitude : le possible relève d’une impossibilité à saisir entièrement le réel. / This study is based on the hypothesis that possibility is an essential criterion of medieval romance. So, the corpus contains romances or works which can be considered as precursors of romance : Wace’s chronicles, the « romans antiques », tristanian romances et Chrétien de Troyes’s romances. These works had been studied in two directions. The first part of the study relies on linguistic analysis in order to identify, for three linguistic facts (future, future II and conditionnals) a semantic root and, mostly, the different significations it can have. Stylistic phenomena had been identified by doing so : first, author can have a specific way to use these forms (idiolectal facts) ; then, theses forms have marked uses which can, contextually, be considered as expressive. The second part of the study is a literary analysis, in order to see how linguistic forms are used in works. By considering brief and prominent segments (formulas and narratorial interventions), it had been possible to identify facts which differentiate each author’s works, but also facts which are specific to romance. By studying possibility at a larger scale, defined as confrontation to contingent future, generic specificities had been identified. Firstly, romance expresses systematically the motivation of the action : possibility is used to express a will, a plan, an initial verbalisation preceding the realisation of the action ; so, romance writing seems to insist on the personal implication in the accomplishment of the act. Then, from a chronological point of view, a process is at work. Indeed, all form of predestination or fatality is gradually erased in the texts ; human freedom is now the focus. This focalisation is made in two ways ; the first is the description of the hero’s will as problematic ; the second is the development of uncertainty : possibility is linked to the incapacity to apprehend completely reality.

Two studies based on one online randomized controlled trial examined the effects of sport gain-framed messages (Rothman & Salovey, 1997) and a sport possible self (Murru & Martin Ginis, 2010) protocol on indices of possible self activation and elaboration, sport intention, and sport activity. 244 non-sporting adults (M = 50.59, 40-59 yrs) completed baseline/screening measures (T1), a gain-framed experimental/control intervention one week later (T2), and follow-up measures (T3) four weeks after T2. Study 1 showed gain-framed participants most frequently attended to a health and fitness message, more frequently described a possible self, and elaborated more on their possible selves (especially about delaying aging and developing friendships through sport). Study 2 indicated that gain-framed individuals requested more sport newsletters and registered for more sport programs. From T1 to T2, gain-framed conditions facilitated increased intentions for those with low approach motivation, whereas control conditions improved intentions for individuals with high approach motivation.

abstract: The United States accounts for only 4% of the world’s female population, but it is home to more than 30% of the world’s incarcerated women, the majority of whom will eventually attempt a successful reentry into society. Almost half of the incarcerated women in the United States have not obtained a high school diploma or equivalency, and only 31% have attempted some college, compared to 58% among the general public (Ewert & Wildhagen, 2011). There is ample evidence of the impact of a post-secondary degree on reducing recidivism and increasing reentry success. However, the Arizona Department of Corrections reports that of the more than 40,000 people incarcerated in November of 2019, only 5,333, or 12.5%, were involved in any type of educational programming while incarcerated (2019). Few studies have looked closely at the barriers to higher education for formerly incarcerated individuals, and even fewer have focused on women. The purpose of this qualitative action research study was to examine the educational experiences of formerly incarcerated women through the lenses of critical social theory (Freeman & Vasconcelos, 2010; Freire, 1970) and possible selves theory (Markus & Nurius, 1986) in an effort to more fully understand low educational attainment in this population and use this knowledge to develop an effective, participant-informed intervention and provide recommendations for university outreach programs. Study participants were formerly incarcerated women and individuals who work with this population. Data were collected from in-depth semi-structured interviews and materials created during the College After Prison Workshop which was developed for this project. Interviews revealed that the women in this study crave a sense of belonging, feel regret over their lost possible selves, experience a fear of standing still or going backward, and have a strong desire to help others. Findings suggest that colleges and universities can support formerly incarcerated women in the post-secondary system by curating a community of scholars and demonstrating a clear path forward for formerly incarcerated women by reducing systemic barriers. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2020

This study focused on investigating students’ complex L2 motivational systems in an equally complex educational environment. It analyzed students’ motivation while learning Spanish in a Language for Specific Purposes (LSP) course taught in a student-centered technology-enhanced classroom at a university in the Midwest. The innovative curriculum for the course emphasized student interaction, and revolved around the development of a collaborative entrepreneurial wiki project. This study addressed the expanding call for considering motivation as multidimensional, changing and contextualized (Crookes & Schmidt, 2006; Dörnyei, MacIntyre, & Henry, 2015) by steering away from simplistic cause–effect quantitative paradigms. It addressed the topic through the lens of Complex Dynamic Systems Theory (CDST) and utilized two contemporary L2 motivation frameworks for making sense of the data: the L2 Motivational Self System (L2MSS) (Dörnyei, 2005, 2009), and Directed Motivational Currents (DMCs) (Muir & Dörnyei, 2013; Dörnyei, Ibrahim, & Muir 2015). It adopted in-depth qualitative case study methodology to answer the following research questions: 1. How can students' L2 motivations be described while learning Business Spanish through an innovative curriculum? 2. What are the factors affecting students’ L2 motivations throughout the course? Four students enrolled in this class during the Fall 2015 were randomly selected as the participants for this study. Data were collected throughout the academic semester and included: 1) four in-depth interviews with each student; 2) the work students developed collaboratively on the wiki; 3) course evaluations submitted to the instructor of the course; 4) students’ academic records and 5) classroom observations of the times students worked on the wiki. Findings revealed that the self system interacted with the motivational system of students in this class, and was determinant in guiding their motivational trajectories throughout the semester. The self system was also instrumental in shaping experiences students had related to the elements of the immediate L2 learning context. Moreover, factors stemming from the immediate L2 context that fulfilled students’ self-concordant goals were also instrumental in keeping students engaged with the process of learning; and completing the wiki project became a shared goal for students in each group. These factors led students to experience a group motivational wave — with characteristics of group DMCs — as they became more and more involved with the wiki project for the course. In terms of the work completed, students’ motivations translated into detailed wiki projects that incorporated more content than specified by the project’s guidelines and requirements. Finally, the study also generated insights into areas in which the L2MSS and DMCs could be expanded or refined in order to better account for students’ complex motivational trajectories.

Beginner teachers’ identities are formed by past school experiences, the ideas, and approaches promoted by their teacher education programmes and an ideal of teachers they hope to become (Beauchamp and Thomas, 2011; Anspal, Eisenschmidt and Löfström, 2012). The focus of this study was to understand the possible influence of two different teacher education programmes on beginner teacher identity and the forming thereof during the early years of teaching. This study was underpinned by an Interpretivist epistemological paradigm, in line with the reiterative process of understanding which marks the fluid progressions of beginner teachers’ identities. The conceptual lens employed in this study consisted of the Possible Selves Theory (Markus and Nurius, 1986), combined with the metaphorical use of “threads”. This study employed a qualitative methodological paradigm, with a comparative case study as research design (Zartman and Goodrick, 2005). Participants were selected by purposive sampling and involved six beginner teachers within their first three years of teaching; three from each teacher education programme (full-time and part-time). Selection criteria stipulated participants had to be within their first three years of teaching, have graduated from either a full-time or part-time teacher education programme, and that part-time participants had to be employed full-time at a school while studying to be selected. Data collection methods comprised of semi-structured interviews, researcher’s journal and field notes. The process of data analysis was guided by thematic content analysis. Findings from this study attest that beginner teacher identities are unstable; classroom reality differs vastly from teacher education programme curricula; and teaching practice plays a significant role in the preparation of student teachers. The main finding of this study was that full-time participants only comprehended the reality of teaching once full-time employment commenced, compared to part-time participants who realised the realities of teaching considerably earlier. Recommendations were made regarding practice, policy, and future research. / Dissertation (MEd)--University of Pretoria, 2019. / Humanities Education / MEd / Unrestricted

Over the past few years there is an increase in globalization and construction industry companies are becoming more aware of the environmental and social aspects in construction projects. Companies have to make a profit and carry out an obligation towards the community. The reason for introducing codes of conduct is to ensure that companies and persons within the construction industry become more socially responsible and adopt it into their daily businesses due to community pressures. It is essential to enforce codes of conduct throughout the construction industry professions, including all stakeholders and team members within the construction industry. This study has sought to determine the main reasons why some quantity surveyors might not always apply the code of conduct in an ethical and professional manner, as well as to identify possible ways how the code of conduct can be improved, be upheld and implemented more successfully in South Africa. Questionnaires were used to collect data from some quantity surveyors in South Africa. The aim of the questionnaire was to identify how some quantity surveyors implement the code of conduct, where the possible gaps in the code of conduct are and how the current code of conduct can be improved. The data determined that the code of conduct needs to be regularly improved in order to stay up to date with current ethical situations that quantity surveyors face daily in South Africa, as well as that some quantity surveyors have a lack of education and proper understanding of the codes of conduct, lack of keeping up to date with the Code and the guidance in which they serve. / Dissertation (MSc)--University of Pretoria, 2020. / Construction Economics / MSc (Quantity Surveying) / Unrestricted

This paper addresses two different aspects of the subject known as knowledge bases, or knowledge graphs. A knowledge base is defined as a comprehensive semantically organized machine-readable collection of universally relevant or domain-specific entities, classes, and facts. The objective of this paper is to explore how a knowledge base can be used to gain information about an entity. First we present one way to access information from the knowledge base using a back-end interface. This back-end interface takes simple parameters as input which are used to query the knowledge base. The main objective here is to be able to access the right entity, to be able to answers the questions correctly.  After that follows a discussion about the need for knowledge bases and possible uses. The discussions will partly be based on results from our implementation, but also consider other similar implementation, and interviews with possible users in the business and society.  We conclude that the back-end interface developed performs well enough, with a high precision, to be ran in an unsupervised system. Furthermore we realise that the interface can be improved in several ways by focusing on smaller domains of information. Several different possible uses have been identified. From these uses a market analysis has been done from which we conclude good market possibilities. Some of the key problems with implementing the interface regards the credibility of the information in the knowledge base. This is one of the main problems that needs to be solved to fully implement knowledge bases in business and society. / Den här rapporten tar upp två olika områden som berör knowledge bases. En knowledge base definieras som en omfattande semantiskt organiserad maskinläslig samling av universellt relevanta eller domän-specifika entiteter, klasser, och fakta. Målet med rapporten är att undersöka hur en knowledge base kan användas för att få fram information om en entitet. Först presenteras ett tillvägagångsätt för kommunikation mot en knowledge base med hjälp av ett back-end gränssnitt. Back-end gränssnittet tar enkla parametrar som input och använder dessa för att köra en query mot en knowledge base. Huvudfokus i denna del kommer ligga i att få rätt svar på frågorna och kommer därmed att utvärderas utifrån det. Det andra området som arbetet berör är en diskussion kring hur knowledge bases kan integreras i samhället och näringslivet för att få ut en ökad nytta. Diskussionerna kommer att baseras på resultaten från den första delen av arbetet till viss del, men även andra liknande studier kommer vägas in för att ge ett bredare diskussionsunderlag. Utöver detta baseras också diskussionen på intervjuer med möjliga intressenter inom näringsliv och samhälle. Det utvecklade gränssnittet presterar på en nivå, med hög precision, som vi bedömer tillräcklig för implementering i oövervakade system. Dessutom har flertalet förbättringsområden identifierats. Huvudsakligen berör dessa att mer specifika implementationer kan få högre precision då specifikare kontroller kan genomföras. Flertal möjliga användningsområden har identifierats. Med dessa som grund har en marknadsanalys genomförts som pekar på goda förutsättningar för tekniken. Ett av det största problemen berör trovärdigheten i informationen i knowledge basen. Det är ett problem som måste lösas innan tekniken kan implementeras fullt ut i näringsliv och samhälle.

Följande studie har haft som syfte att undersöka och analysera vilket audiovisuellt material lärare i moderna språk använder i sin undervisning och i vilken utsträckning de tar till varaden variationsrika mängd material som finns tillänglig idag via det digitaliserade klassrummet. Forskningsfrågorna var: Vilka typer av audiovisuellt material erbjuds elever som läser spanska och tyska som moderna språk på högstadiet? och Vilka meningserbjudanden innehåller det audiovisuella materialet som lärarna använder? Materialet för undersökningen har samlats in med hjälp av ett frågeformulär, där lärare i spanska och tyska på en specifik högstadieskola i Skåne har lämnat uppgifter om allt audiovisuellt material som de visar i sin undervisning. Materialet har sedan granskats och analyserats utifrån utvalda teman och med hjälp av innehållsanalys, multimodal teori och begreppetpossible selves från Dörnyeis modell L2 Motivational Self System. Resultatet visar att de typer av audiovisuellt material som erbjuds eleverna består av undervisningsanpassat material producerat av UR, youtube-klipp riktade mot språkinlärare, fiktion i olika format (långfilm,kortfilm och tv-serie), dokumentärfilm och youtube-klipp som inte är riktade motspråkinlärare, det senare i liten omfattning. Vidare gav analysen upphov till tre kategorier av meningserbjudanden: Träning av språkliga strukturer och förmågor, Kunskap om målspråksländer, dess kultur och levnadssätt, samt Erbjuden dialog med språkinläraren. Den första kategorin återfinns främst i det undervisningsanspassade materialet, vilket är den materialtyp som lärararna använder sig mest av. Den andra kategorin av meningerbjudande återfinns främst i det fiktionsbaserade materialet vilket lärarna väljer att vänta med till desenare årskurserna. Den tredje kategorin återfinns både i det undervisningsanpassade materialet och det fiktionsbaserade materialet, det förra på ett ytligt plan och det senare på ett potentiellt djupare plan.