<p>This dissertation deals with Swedish upper secondary school students’ encounter and reception of various fictional texts in and outside of school. The focus of the study is how literary instruction, based on an expanded text concept, succeeds in meeting the students’ expectations and previous experiences of fictional texts. The theoretical framework consists of theories that approach reading as a transaction between text and reader in a social and cultural context.</p><p>The study is founded on qualitative methods, and the empirical material was collected through participant observation and interviews with students and teachers in four upper secondary school classes between 2001 and 2003. The research questions are: How does literary instruction develop students’ knowledge of fictional texts and reading? In what ways are the students’ textual worlds in and outside of school dialogically interrelated? How do students use different fictional texts in building their identities? Which values regarding different texts are visible in the classroom?</p><p>Findings indicate that mismatches between teachers’ and students’ literary repertoires are common in upper secondary school literary teaching. Since the literary instruction mainly drew upon traditional fiction, the students’ construction of literary worlds was not sufficiently supported. The students’ expectations of fiction reading were characterized by strong emotional involvement, and this was particularly true for the male students. The female students reported that there was a lack of female perspectives in the literary teaching.</p><p>The pedagogical implications of the study concern the importance of identifying the students’ literary repertoires and matching those with the literary instruction. Literary pedagogy should aim to expand these repertoires, and to help students acquire new reader roles. One way of achieving this is to promote dialogical teaching that encourages both efferent and aesthetic reading. Findings of the present study also indicate that teachers’ resources for working with an expanded text concept are limited. Consequently, current teacher education programmes and further training of working teachers must deal with reading of fictional texts from new and broader perspectives.</p>

This dissertation deals with Swedish upper secondary school students’ encounter and reception of various fictional texts in and outside of school. The focus of the study is how literary instruction, based on an expanded text concept, succeeds in meeting the students’ expectations and previous experiences of fictional texts. The theoretical framework consists of theories that approach reading as a transaction between text and reader in a social and cultural context. The study is founded on qualitative methods, and the empirical material was collected through participant observation and interviews with students and teachers in four upper secondary school classes between 2001 and 2003. The research questions are: How does literary instruction develop students’ knowledge of fictional texts and reading? In what ways are the students’ textual worlds in and outside of school dialogically interrelated? How do students use different fictional texts in building their identities? Which values regarding different texts are visible in the classroom? Findings indicate that mismatches between teachers’ and students’ literary repertoires are common in upper secondary school literary teaching. Since the literary instruction mainly drew upon traditional fiction, the students’ construction of literary worlds was not sufficiently supported. The students’ expectations of fiction reading were characterized by strong emotional involvement, and this was particularly true for the male students. The female students reported that there was a lack of female perspectives in the literary teaching. The pedagogical implications of the study concern the importance of identifying the students’ literary repertoires and matching those with the literary instruction. Literary pedagogy should aim to expand these repertoires, and to help students acquire new reader roles. One way of achieving this is to promote dialogical teaching that encourages both efferent and aesthetic reading. Findings of the present study also indicate that teachers’ resources for working with an expanded text concept are limited. Consequently, current teacher education programmes and further training of working teachers must deal with reading of fictional texts from new and broader perspectives.

ABSTRACT This licentiate thesis is a study of the curriculum of the school subject Swedish from a socio-cultural perspective. The aim of the study is to obtain insights into how pupils in the seventh grade of the Swedish secondary school system read films, and further to investigate how the education in Swedish can manage and make the most of various approaches to film. The survey was conducted in a class which I teach myself, and the empirical data consists primarily of oral and written statements by the pupils, concerning the films they have seen. Furthermore the social context around the reception of the films has been mapped. As part of the empirical data there is also a record of a discussion in the classroom concerning filmmaking. With the reception model of Kathleen McCormick as a point of departure, the filmic repertoires of the pupils are analyzed, described and interpreted as they stand out within the framework of the study. The general repertoires of the pupils are also dealt with to some extent. The representations and non-representations of the readings are further discussed in a social semiotic perspective. The research shows that the pupils bring rich experiences of fiction from television as well as film to school. The research also indicates that there is a potential for specific learning processes in the reading of film, since the reception of film entails a possibility to widen the general and filmic repertoires as well as to be conscious of them. The most important potential for learning is in the meeting with films that create a tension between the general repertoires of the reader and the film itself, since the film in those cases stands for something hitherto unknown for the reader. The pupils in my survey do not, however, primarily watch film in order to obtain new experiences, or to learn something; they watch film as a means to feel and share experiences with others in order to strengthen their sense of belonging to a group. One exception appears to be films that the pupils interpret as based on reality, since there is a tendency among the pupils to be more openminded for clashes between their own repertoires and the repertoires in films when it comes to fiction anchored in reality. The true challenge of the teaching is to attract the pupils to develop conscious relationships to films that imply a tension between repertoires. The reasons for these tensions have furthermore to be investigated. When it comes to films based on reality, the study makes it clear that the population of pupils represents a diverse set of attitudes towards the films; some pupils read the films as pure facts, while others read them in a more reflective way, comparing the mediated images of reality in the actual films with other types of experiences. The teaching of Swedish with the intention to take care of the reception of film among school children must be conducted in an awareness of the fact that not all pupils are representing their readings in a way that makes it possible to create meeting places around them within the educational framework. In my view, the education in Swedish for the secondary school must in a more active way open up for the possibility for the pupils to acquire strategies for a conscious handling of their film readings, as well as access to a language by which they can make their representations. The fact that not all pupils are aware of how film can mediate constructions of reality makes it important to take care of the children’s readings in such a way that makes them aware of the semiotic resources of the cinematic medium. This is one reason why one should allow them make their own films. It is also important to use a diversity of semiotic resources when pupils are representing their readings in order to underline the plurality of interpretations and filmic repertoires. Finally, I discuss the results of my research in relation to the new curriculum of Swedish education as it is presented in the syllabus “Lgr 11” which will take effect as from the autumn semester of 2011. In my analysis I find that the space for work of the kind I have conducted in the classroom will be diminished due to the new curriculum. There are, however, still possibilities and a learning potential for a teaching in Swedish that in an active way will take care of film experiences, as well as other kinds of textual experiences.

Contemporary media research highlights the importance of empirically analysing the relationships between media and age, changing user patterns over the life course, and generational experiences within media discourse beyond the widely hyped buzz terms such as the ‘digital natives’, ‘Google generation’, and other digitally and technologically capable generation groups. This doctoral thesis seeks to define the ‘repertoires’ of news media that different generations use to obtain topical information and create their ‘media space’. It contributes to the development of a framework within which to analyse generational features in news audiences by putting the main focus on the cultural view of generations. This perspective was first introduced by Karl Mannheim in 1928. Departing from his legacy, generations can be better conceived as social formations that are built on self-identification, rather than equally distributed cohorts. With the purpose of discussing the emergence of various ‘audiencing’ patterns from the perspectives of age, life course and generational identity, the thesis presents Estonia – a post-Soviet Baltic state – as an empirical example of a transforming society with a dynamic media landscape which is witnessing the expanding impact of new media and a shift to digitisation.The thesis is based on data from two nationally representative cross-section surveys on media use and media attitudes (conducted during the 2002-2012 period) and focus group discussions, that are used to map similarities and differences among five generation cohorts born between 1932 and 1997 with regard to the access and use of the established news media, thematic preferences and spatial orientations of media use, and discursive approach to news formats. The findings demonstrate remarkable differences between the cohorts, suggesting that they could be merged into three main groups that represent the prevailing types of relations with the news media. Yet, the study also reveals that attitudes and behaviour (including media behaviour), are not necessarily divided by year of birth, but are more and more dispersed along individualised interests and preferences. / Audiences in the Age of media Convergence: Media Generations in Estonia and Sweden

Esta pesquisa qualitativa configurou-se como um estudo de caso dos repertórios interpretativos utilizados na construção de posicionamentos contrários às cotas raciais nas universidades públicas brasileiras, expressos na sessão de comentários à notícia, publicada na internet, da decisão unânime do Supremo Tribunal Federal em favor da legitimidade constitucional do sistema de reserva de vagas baseado em critérios raciais. Partindo da perspectiva epistemológica do construcionismo social e dos instrumentos teóricometodológicos da psicologia social discursiva no estudo da relação entre racismo e discurso, analisei um conjunto de 6 fragmentos de interações, somando 44 registros, retirados de um total de 250 comentários. A organização dos comentários em fragmentos objetivou recortar diálogos espontâneos entre os comentadores, privilegiando aqueles que permitiram o acompanhamento da construção dos posicionamentos contrários ao sistema de cotas raciais. Os resultados encontrados corroboram os achados da pesquisa de Margareth Wetherell e Jonathan Potter (1992) sobre o discurso dos Pakeha Neozelandeses (brancos descendentes de europeus) empregados em posicionamentos sobre o estatuto das relações raciais na Nova Zelândia, particularmente sobre a questão dos programas de ação afirmativa. Tal como nesta pesquisa, o presente estudo de caso encontrou o emprego de argumentos de base liberal na construção de posicionamentos contrários ao sistema de cotas, que no contexto específico das interações analisadas, trabalham em defesa do status quo racista da sociedade brasileira. Nas considerações finais, apontei algumas das vantagens da especificidade do campo empírico recortado para o estudo do racismo, bem como da consideração do racismo como uma prática sócio-cultural de construção de sentidos concretizada a partir do emprego de recursos discursivos disponíveis numa sociedade racista. Sugeri algumas linhas de aprofundamento da análise do material bruto coletado, que ficará disponível para pessoas darem continuidade ao trabalho de analise deste material. Sugeri também a possibilidade de que a abordagem teóricometodológica de trabalho com práticas discursivas e produção de sentido pode ter bons resultados quando aplicada em pesquisas envolvendo grupos de pesquisadores e paridade racial e de gênero. Destaco ainda algumas das possibilidades futuras de pesquisas envolvendo a proposta de pesquisa empírica na sessão de comentários a textos publicados na internet para o estudo dos mais variados temas / This qualitative research was configured as a case study of the interpretative repertoires used in building positions contrary to racial quotas in Brazilian public universities, expressed in the comments to the news published on the Internet, the unanimous decision of the Supreme Court in favor of the constitutional legitimacy of the system of quotas based on racial criteria. Starting from the epistemological perspective of social constructionism and the theoretical and methodological tools of discursive social psychology in the study of the relationship between racism and discourse, I\'ve analyzed a set of 6 pieces of interactions, totaling 44 records taken from a total of 250 comments. The organization aimed to cut fragments comments spontaneous conversations among commentators, privileging those who have allowed the monitoring of the construction of positions contrary to the racial quota system. The results corroborate the findings of research Margaret Wetherell and Jonathan Potter (1992) on the speech of Pakeha New Zealanders (white European descent) employees in positions on the status of race relations in New Zealand, particularly on the issue of affirmative action programs. As this research, this case study found the arguments of neoliberal base to build positions contrary to the quota, which in the specific context of interactions analyzed, work in defense of the racist status quo of the Brazilian society system. In closing remarks, I pointed some of the advantages of specificity clipped to the study of racism empirical field, as well as consideration of racism as a socio-cultural practice of constructing meanings realized from the use of discursive resources available in a racist society. Suggested some lines of further analysis of the crude material collected, which will be available for people to continue the work of analysis of this material. Also suggested the possibility that the theoretical-methodological approach to working with discursive practices and the production of meaning can have good results when applied to research involving groups of researchers and racial and gender parity. Also highlight some of the possibilities for future research involving the proposal of empirical research in the comments to texts published on the Internet for the study of various topics

A pesquisa aqui apresentada visa contribuir para a discussão sobre os repertórios de ação dos movimentos sociais. Contrapondo-se às teorias clássicas dos movimentos sociais, que partem do pressuposto da externalidade do movimento frente às esferas institucionais, essa pesquisa buscou apreender sobre a relação entre política extrainstitucional e a política institucional. Focando a análise na interpenetração entre movimento/partido/Estado, essa pesquisa teve o objetivo de compreender como, no âmbito do ativismo individual, a entrada dos ativistas dentro das esferas institucionais, modificava a sua atuação militante. Como objeto de pesquisa foi escolhido entrevistar ativistas de uma organização de movimento negro do Rio Grande do Sul, movimento conhecido pela sua trajetória de intersecção com a arena institucional. Foram entrevistados sete militantes ao todo. A hipótese norteadora do trabalho foi a seguinte: Disponibilizada aos ativistas oportunidades de ação por dentro das esferas estatais e partidárias acreditava-se que os ativistas abandonariam os repertórios de confronto, optando gradativamente por repertórios institucionais. Os dados obtidos nas entrevistas, porém, levaram-nos a abandonar essa hipótese. Foi observado que, ao contrário do que se esperava, os ativistas não abandonaram os repertórios de confronto, sendo o confronto utilizado por alguns como repertório principal enquanto para outros como um repertório complementar à ação institucional. A escolha desses repertórios, porém, estava, em maior medida, condicionada não às oportunidades de ação ofertadas aos militantes, mas sim às suas percepções de como eles ‘deveriam’ agir para alcançar os objetivos do movimento, condicionados às percepções dos ativistas sobre os partidos e o Estado e como o movimento deve agir com relação a essas esferas. A partir do referencial analítico da sociologia compreensiva weberiana, foi possível captar dois tipos de ação dos ativistas: uma que chamamos de valorativa, mais identificada com o tipo ideal weberiano de ação racional com relação a valores, sendo os repertórios utilizados pelos ativistas os repertórios extra institucionais, repertórios de confronto; e a ação estratégica, mais identificada com o tipo ideal weberiano da ação racional com relação à fins, onde os ativistas intercalariam ações tanto de confronto quanto institucionais, sendo observadas as oportunidades políticas oferecidas ao movimento. / This research aims to contribute to the discussion about the repertoires of action of social movements. Despite the classical theories of social movements, which start from the assumption of the externality of the movement in face of the institutional spheres, this research sought to understand the relationship between both extra-institutional and institutional politics. Focusing on the analysis of interpenetration between movement/party/state, this research aimed to understand how, considering individual activism, the entry of activists within the institutional spheres modified their militant performance. As a research object, it was chosen to interview black movement’s activists of Rio Grande do Sul, which is known by its trajectory of intersection with the institutional arena. Seven militants were interviewed in the whole. The guiding hypothesis of the study was the following: the entry of activists on state and partisan spheres would stimulate the activists to abandon the confrontation repertoires, gradually opting for institutional repertoires discourses and actions. The data obtained in the interviews, however, led us to abandon this hypothesis. Contrary to expectations, it was observed that the activists did not abandon the confrontation repertoires, being the confrontation used by some of them as the main repertoire while as a complementary repertoire to the institutional action by some others. The choice of these repertories was conditioned, however, not by the action opportunities offered to the militants, but by their perceptions of how they 'should' act to achieve the movement’s goals, considering their insights about parties and state conditioning and about how the movement should act in relation to these spheres. From the analytical framework of Weberian sociology, it was possible to capture two types of activist action: the evaluative action, related to the ideal Weberian type of value-oriented rational action, in which the activists repertoires are the extra institutional repertoires, the confrontational repertoires; and strategic action, identified with the ideal Weberian type of end-oriented rational action, in which activists interposes both confrontational and institutional actions, observing the political opportunities offered to the movement.

Les vols spatiaux sont source de nombreux stress conduisant à un affaiblissement du système immunitaire. L’efficacité de ce système repose notamment sur la diversité des répertoires de récepteurs aux antigènes présents à la surface des lymphocytes B (BCR) et T (TCR) permettant de reconnaitre un grand nombre d’antigènes différents. Au cours de cette thèse, j’ai étudié la diversité des récepteurs à l’antigène dans trois modèles animaux différents : l’amphibien Pleurodeles waltl, le modèle murin de suspension anti‐orthostatique (micropesanteur simulée) et le modèle murin CUMS (pour « Chronic Unpredictable Mild Socio‐environmental stressors ») qui fait appel à des stress sociaux et environnementaux chroniques similaires à ceux rencontrés lors des vols spatiaux. L’étude des répertoires de chaînes lourdes d’anticorps IgM et IgY de P. waltl a montré que ceux‐ci présentent une diversité importante, faisant de cet animal un bon modèle pour étudier les effets d’un vol spatial sur le système immunitaire humoral. Nous avons aussi montré que l’exposition à la suspension anti‐orthostatique durant 21 jours diminue la lymphopoïèse B mais n’affecte que modérément la diversité du répertoire de chaînes lourdes d’IgM. Ces résultats ont été comparés à ceux obtenus avec des souris âgées afin de savoir si la suspension anti‐orthostatique induit un vieillissement accéléré du système immunitaire. Même si nous avons noté des similitudes intéressantes entre ces deux groupes de souris, nous avons constaté que l’effet du vieillissement sur le répertoire d’IgM est plus important que celui de la suspension anti‐orthostatique, suggérant que le temps d’exposition au modèle anti‐orthostatique devrait être augmenté pour accentuer ses effets sur le répertoire d’anticorps. Quant au modèle CUMS, nous avons montré que son application durant la gestation n’impacte pas la lymphopoïèse T chez les souriceaux nouveau‐nés mais affecte 25% de leur répertoire de chaînes lourdes β du TCR. Ces résultats suggèrent que des stress socio‐environnementaux chroniques, même de faibles intensités, pourraient modifier les capacités de reconnaissance antigénique de l’hôte / Spaceflight is a source of various stresses leading to the weakening of the immune system. The efficiency of this system relies, notably, on the diversity of antigen receptor repertoires present on B (BCR) and T (TCR) cells, allowing the recognition of a vast array of antigens. During this thesis, I studied the diversity of antigen receptors in three different animal models: the amphibian Pleurodeles waltl, the murine anti‐orthostatic suspension model (simulated microgravity) and the CUMS (for "Chronic Unpredictable Mild Socio‐environmental stressors") murine model involving exposure to chronic social and environmental stressors similar to those encountered during spaceflights. Analyses of P. waltl IgM and IgY heavy chain repertoires have shown that they are highly diverse, making this species a nice animal model for studying the effects of spaceflight on the humoral immune system. We have also shown that 21 days of anti‐orthostatic suspension decrease murine B lymphopoiesis and moderately affect IgM heavy chain repertoire diversity. These results were compared with those obtained with old mice to determine if anti‐orthostatic suspension induces an accelerated aging of the immune system. Although we noted interesting similarities between these two groups of mice, we found that the effect of aging on IgM repertoire is stronger than that of the anti‐orthostatic suspension, suggesting that anti‐orthostatic duration should be extended to increase the effects of this model on antibody repertoire. Finally, regarding the CUMS model, we have shown that, when applied during gestation it does not affect T lymphopoiesis in newborn mice but affects 25% of their TCRβ heavy chain repertoire. These results suggest that low‐intensity chronic socio‐environmental stressors may alter antigen recognition capabilities of the host

Denna avhandling handlar om hur rekryteringspro­cesser går till. Den handlar särskilt om rekryteringsprocesser där bedömning och beslutsfattande sker i grupper som består av rekryte­rare, linjechefer och blivande kollegor.   Hur hanterar dessa bedömare den mångtydiga situation som en rekrytering innebär? Hur går det till när de diskuterar kandidater och kommer överens om vem som skall rekryteras? Hur fastställer de tillsammans om en kandidat är en ”klockren stjärna” eller ett ”stolpskott”, en socialt kompetent person eller en ensamvarg, en specialist eller en generalist? Vilken roll spelar rekryteringsverktygen i detta arbete? Blir bedömningen mindre rättvis om den sker under en informell diskussion mellan erfarna kollegor än om bedömarna endast tar hänsyn till objektiva fakta?   Dessa är några av de frågor som diskuteras i denna avhandling. Den bygger på studier som omfattar intervjuer med rekryterare och observationer av beslutsmöten där olika bedömare samlas för att diskutera kandidater som sökt arbete och besluta huruvida dessa skall erbjudas anställning. / Diss. Stockholm : Handelshögsk., 2002

Antibodies are essential molecules that help to provide immunity against a vast population of environmental pathogens. This antibody conferred protection is dependent upon genetic diversification mechanisms that produce an impressive repertoire of lymphocytes expressing unique B-cell receptors. The advent of high throughput sequencing has enabled researchers to sequence populations of B-cell receptors at an unprecedented depth. Such investigations can be used to expand our understanding of mechanistic processes governing adaptive immunity, characterization of immunity related disorders, and the discovery of antibodies specific to antigens of interest. However, next generation sequencing of immunological repertoires is not without its challenges. For example, it is especially difficult to identify biologically relevant features within large datasets. Additionally, within the immunology community, there is a severe lack of standardized and easily accessible bioinformatics analysis pipelines. In this work, we present methods which address many of these concerns. First, we present robust statistical methods for the comparison of immunoglobulin repertoires. Specifically, we quantified the overlap between the antibody heavy chain variable domain (V H ) repertoire of antibody secreting plasma cells isolated from the bone marrow, lymph nodes, and spleen lymphoid tissues of immunized mice. Statistical analysis showed significantly more overlap between the bone marrow and spleen VH repertoires as compared to the lymph node repertoires. Moreover, we identified and synthesized antigen-specific antibodies from the repertoire of a mouse that showed a convergence of highly frequent VH sequences in all three tissues. Second, we introduce a novel algorithm for the rapid and accurate alignment of VH sequences to their respective germline genes. Our tests show that gene assignments reported from this algorithm were more than 99% identical to assignments determined using the well-validated IMGT software, and yet the algorithm is five times faster than an IgBlast based analysis. Finally, in an effort to introduce methods for the standardization, transparency, and replication of future repertoire studies, we have built a cloud-based pipeline of bioinformatics tools specific to immunoglobulin repertoire studies. These tools provide solutions for data curation and long-term storage of immunological sequencing data in a database, annotation of sequences with biologically relevant features, and analysis of repertoire experiments. / text

Under-utilization, premature termination, and lack of between-session engagement have been discussed in the couple therapy literature in terms of how they negatively impact the course and outcome of couple therapy. The goal of the present research was to investigate the discourses that people use when (1) constructing meaning about the act of engaging in couple therapy; (2) constructing what constitutes a positive couple therapy experience; and (3) constructing the influence of couple therapy on daily living. Discourse analysis, with a particular focus on interpretative repertoires (Potter & Wetherell, 1987), was used as the methodology for the three studies reported here. The data included eight semi-structured interviews with individuals who had participated in couple therapy and postings from three different online discussion forums. In study one, two interpretative repertoires -- the “relationship breakdown” repertoire and the “commitment” repertoire -- were constructed from the interview data. The premise of these repertoires is that couples seek couple therapy when they believe their relationship is broken and when they are committed to remaining in the relationship and resolving the problems. I argue that these interpretative repertoires can help us understand the decision or reluctance to enter couple therapy. In study two, one interpretative repertoire -- “the shoe must fit” repertoire -- was constructed from the interview and online data. This repertoire suggests that a particular “fit” between the couple and their therapist needs to be present in order for the couple to have a positive therapy experience. I argue that this interpretative repertoire facilitates understanding the decision to remain in or drop out of couple therapy. In study three, the interpretative repertoire “therapy life is not real life” was constructed from the interview data. According to this repertoire, couple therapy runs alongside daily life, but rarely influences it significantly. In this study, I argue that the “therapy life is not real life” repertoire helps us to better understand between-session engagement in couple therapy. Conclusions and implications for therapists and researchers are discussed.