The purpose of the essay is to discuss the power narration has over our gender roles. John Fiske and Pierre Bourdieu´s theoretical texts have been used to discuss the connection between power and culture in A.S. Byatt’s novel Possession: A Romance. Possession demonstrates how male academics take part in shaping knowledge about the past and the present from their perspective. Byatt uses allusions to myth and folktales to emphasise both the romance theme of the novel and how the past has formed us and continues to affect us in our relationships and social roles. The novel reveals how women are trapped by cultural myths about women’s roles in society. The female characters’ fates demonstrate the complexity of heterosexual relationships for independent women in a society where women are supposed to be taken care of by men. The roles imposed on women in romance stories in particular can be seen as a reductionist patriarchal view of women. Byatt emphasizes how women who at varying levels do not collaborate with men are punished for their chosen lifestyles and how some, like homosexual women, have been removed or have chosen to remove themselves from society in different ways. Byatt attempts to demythologize social myths concerning women and men by rewriting traditional myths and fairy tales. Still, Possession does not ultimately challenge the importance of the heterosexual relationship or the male and female characters’ gender roles.

Denna studie utgår från socialkonstruktivism som belyser sociala beteenden, som är konstruerade och där individer skapar mening genom att samspela med varandra. Datorer, Internet och Digitala medier tar en alltmer större plats i barn och ungdomars liv då de växer upp i en alltmer digitaliserad värld till skillnad från tidigare generationer. Syftet med studien är att utifrån socialkonstruktivism belysa hur hälsobudskap framträder i hälsobloggar kring lärande om hälsa. Frågeställningar: Hur framställs hälsobudskapen kring kropp, träning och kost som skrivs av unga killar respektive tjejer? Vilka hälsoråd ger bloggarna till läsarna?Teorier som användes i studien är socialkonstruktivism, sociokulturellt perspektiv, praktikgemenskap samt Hälsism Metod som används i denna studie är netnografi och konventionell innehållsanalys. Netnografi användes för att observera dagliga bloggars uppdateringar under en tre veckors period medan konventionell kvalitativ innehållsanalys användes för att bearbeta insamlad dataempiri. Resultatet i studien visar att bloggars hälsobudskap handlar om att se en vältränad kropp som ett mål, dvs. ett kvitto för hälsa där både kroppens utseende och funktion är viktiga i förmedlingen i att uppnå hälsa. Hälsoråd om träning ges i olika variationer genom hänvisningar till olika digitala verktyg och detta för att öka kunskap bland läsare. Samtidigt handlar dessa råd om att kost handlar ofta om att äta nyttigt, dvs. vara vegetarian eller vegan. / This study is based on social constructivism that highlights socially constructed behaviors where individuals create meaning by interacting with each other. Computers, Internet and Digital media all overshadows a great part of children and young people's lives, because they are growing up in a more and more increasingly digitized world, unlike previous generations.The purpose of the study from a social constructivism perspective is to illustrate how health messages appear in health blogs from a gender perspective. Questions: How is health messages rendered out regarding body, exercise and diet written by young boys and girls? What type of health advice is shared by the bloggers? Theories used in the study is social constructivism, social perspectives, communities of practice and Healthism. Methods used in this study is cyber-ethnography and conventional content analysis. Cyber-ethnography was used to observe the daily blog updates over a three week period while the conventional qualitative content analysis was used to process the collected empirical data. The results of the study show that the health messages from blogs displays the body as a goal, ie, a form of receipt for health where both body appearance and function are important factors in the process of achieving health. Health advice on training is given in different variations by referring to various digital tools in order to increase knowledge among readers. At the same time the advice concerns dieting, it shows that eating healthy also/often means being a vegetarian or vegan.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

The central idea of this diploma thesis is perception of public space as something unnatural. Its existence and functioning is affected by its users. However, in society there are many interest groups, which have some requirements on public space and try to imprint theirs notions into it. One such attempt could be document Strategie rozvoje veřejných prostranství hl. m. Prahy/ návrh, which presents itself as revolutionary document of development, that its content should be in accordance with interests of community. But is it really so? Accepting the principles of social constructivism and using discourse analysis as main research method we should be able to say 1) how in this document is presented public space of Prague and its creation and 2) how visions of this document (its authors) are distinct form public discourse. The result of this diploma thesis should be to determine whether the content of document is really written in accordance with interests of inhabitants of Prague and if it's really so unique, as it says. Key words: City, development, discourse, discourse analysis, IPR, public space, Prague, social constructivism

Whilst the topic of leadership has been widely studied it remains little understood, particularly at the first-level line of leadership, especially as it relates to developing countries such as Kuwait. This study critically analyses and presents the needs, skills and capabilities of frontline leaders working in the Kuwait’s Oil and Gas Sector companies. It also examines how such needs and competencies can be developed so as to make these leaders more effective in leading functional units (teams) and to improve organisational performance overall. The study produces a frontline leadership needs and skills development framework that contributes to a better understanding of leadership in a Middle Eastern country (Kuwait), taking into account important contextual factors that influence leadership. Influenced by a social constructivist philosophy and based on qualitative evidence gathered from 42 Team Leaders, the essential leadership needs neglected by previous literature (and possibly lacking in Kuwait) were: business knowledge, technical skills, leadership and managerial skills, communication skills, decision-making skills and change management skills. These leadership needs reflected what the third line leaders understood and personally believed to be essential leadership dimensions for them to be effective and to competently undertake their work. These leadership needs constituted the foundation for their present and future leadership development in order to enhance their leadership capabilities. However, no single methodology was identified as a ‘one size fits all’ solution to meeting the development needs of the Team Leaders. Nevertheless, on the job-training was considered to be the most effective approach to develop these skills and capabilities. It is recommended that top management, and in particular human resources departments within the Oil and Gas Sector companies should continuously identify the needs of third-line leaders and focus on developing skills and competencies considered to be lacking and the most important by these frontline leaders, rather than offering a raft of seemingly unconnected development activities.

Aim: The aim of the study is to examine how professionals works with boys and men with honour-related problems and how they describe their work with the vulnerable group and what kind of differences there are in the help depending on what gender the victim have. Method: Qualitative interview study, the interviews are analyzed with a hermeneutic science theory. Result: The study shows that even though boys and men can be victims of honour-related violence they are rarely noticed as victims. They are mostly seen as the perpetrator. But the study shows that they could have a double role as both a victim and a perpetrator. The image and norms of boys and men only as the perpetrator is an obstacle for them to seek help, but also prevents them from getting the help they need. A consequence of this is that the help are limited for boys and men that are victims of honour-related violence. This can be understood from the social constructions of how society regards the rolls of victims and perpetrators, but also how professionals defines honour-related violence. Conclusion: All of the respondents stresses the need of more knowledge about honour-related violence and especially that boys and men can be victims as well. The possibility to get professional help and support are differnt depending on gender, boys and men have fewer options.

Syftet med studien är att undersöka några rektorers föreställningar om hur de bedriver sitt pedagogiska ledarskap. I förlängningen hoppas jag också kunna bidra till den generella kunskapsbildningen inom detta, ur ett skolutvecklingsperspektiv, viktiga område. Studien utgår från en socialkonstruktivistisk kunskapsteori där rektors pedagogiska ledarskap tolkas som något som är socialt konstruerat. I den empiriska fasen har intervjuer med sju åländska rektorer hållits, detta med hjälp av föreställningskartan (cognitive map) som intervjumetod. Studien utgår från följande två frågeställningar: hur beskriver rektorerna att de utövar sitt pedagogiska ledarskap samt vilka prioriteringar gör rektorerna inom ramen för det pedagogiska ledarskapet? I analysen av rektorernas utsagor har både en induktiv samt två deduktiva analysverktyg använts. I den induktiva processen har materialet katalogiserats utifrån sitt eget innehåll i syfte att se vilka områden och teman som växer fram. I de deduktiva processerna har rektorernas utsagor katalogiserats utifrån färdiga kategorier. I den första används meningsbärande ord som verktyg vilka baseras på Rektor och styrkedjans (SOU 2015:22) beskrivningar av vad rektors pedagogiska ledarskap består av och i den andra används Transformation in Action Framework (Keamy, 2016) som analysmodell. Resultatet visar att flera likheter finns mellan rektorernas föreställningar om hur de utövar sitt pedagogiska ledarskap och gängse forskning och teoribildning. De åländska rektorerna uppger att en stor del av det pedagogiska arbetet utgörs av dynamiska samarbeten och interaktioner med andra personer i skolverksamheten. De använder sig av direkta arbetsmodeller som lektionsbesök, medarbetarsamtal och ledningsgrupper och mer indirekta arbetsformer som har med exempelvis organisering och strukturer att göra. Studiens resultat uppvisar också flera konkreta exempel på hur rektorerna leder arbetet med lärarnas undervisning och elevernas lärande, detta exempelvis genom att rektor själv håller i övningar för lärarna och genom att rektor på ett systematiskt sätt samlar in underlag från lärares lektioner vilket sedan används till att utveckla skolan och undervisningen som helhet. Det visar sig också att rektorerna till viss del gör olika prioriteringar inom ramen för det pedagogiska ledarskapet. / The purpose of the study is to examine some principals' conceptions of how they conduct their pedagogical leadership. In the long run I also hope to contribute to the general knowledge formation within this, from a school development perspective, important area. The study is based on a social constructivist theory, in which the principal's pedagogical leadership is understood and interpreted as something socially constructed. In the empirical phase, interviews with seven Ålandic principals have been held, using the cognitive map as an interview method. The study is based on the following two questions: How do the principals describe how they practice their pedagogical leadership and what priorities do the principals make within the framework of pedagogical leadership? In the analysis of the principals' statements, one inductive and two deductive analysis tools have been used. In the inductive process, the material has been cataloged based on its own content in order to see which areas and themes are emerging. In the deductive processes, the principals' statements have been cataloged based on pre-existing categories. In the first category, meaning-bearing words are used as tools based on the report Rektor och styrkedjan (SOU 2015: 22) descriptions of what constitutes the principal's pedagogical leadership. In the second category, Transformation in Action Framework (Keamy, 2016) is used as an analysis model. The result shows that there are several similarities between the principals' perceptions of how they practice their pedagogical leadership, collective research, and theory formation. The Ålandic principals state that a large part of the pedagogical work consists of dynamic collaborations and interactions with other people in the school environment. They use direct working models such as lesson visits, employee interviews and management groups, and more indirect methods related to, for example, organization and structures. The result of the study also shows several concrete examples of how the principals lead the teachers' teaching work, and the pupils' learning. This by, for example, the principal holding exercises for the teachers, and by collecting data from teachers' lessons in a systematic way, which is then used to developing the school and teaching as a whole. It also turns out that the principals to some extent make different priorities within the framework of pedagogical leadership.

O presente trabalho se propõe a esboçar um referencial histórico e teórico para o estudo do som nas sociedades do Ocidente medieval. O som é entendido aqui como uma \"forma semantizada\" e, ao mesmo tempo, um \"conteúdo enformado\", perspectiva que busca pôr em relevo a dialética entre objetivo e subjetivo (que, concretamente existem apenas como processos relacionados de objetivação do subjetivo e subjetivação do objetivo), dialética inerente à existência social de qualquer \"objeto\" e da própria sociedade. A dissertação se compõe de três partes: (1) na primeira parte, enfocamos privilegiadamente a semantização da forma sonora, buscando desvendar as transformações históricas nas modalidades de circunscrição do som pelo pensamento; (2) na segunda parte, tomamos, dialeticamente, a direção contrária e privilegiamos o exame da enformação sonora do conteúdo, investigando mais especificamente a evolução da forma sonora da liturgia latina; (3) por fim, na terceira parte, propomos um estudo de caso que busca apreender, na temporalidade de sua efetivação, a dinâmica entre os processos de semantização da forma sonora e de enformação sonora do conteúdo. / This dissertation aims at sketching a system of historical and theoretical references for the study of sound in the societies of the medieval West. Sound is understood throughout this work as both \"semanticized form\" and \"enformed content\". This perspective seeks to emphasize the dialectics of subjectivity and objectivity (which concretely exist only as the interrelated processes of objectivation of subjectivity and subjectivation of objectivity) inherent to the social existence of any \"object\" and of society itself. The dissertation comprises three parts: (1) in the first, we focus mainly on the semantization of sound form, attempting to understand the historical changes in the modalities of apprehension of sound by thought; (2) in the second part, we dialectically assume the opposite direction and focus on the enformation of content as sound, dealing more specifically with the evolution of sound form in Latin liturgy; (3) finally, in the third part, we propose a case study which seeks to apprehend, in its concrete temporality, the dynamics of the interrelated processes of semantization of sound as form and enformation of content as sound.

Partnervåld innefattar våld i nära relationer i en partnerrelation. Tidigare forskning kring partnervåld fokuserar främst på våldet gentemot kvinnor, med manliga förövare. Manliga offer utsatta för partnervåld diskuteras sällan, och forskningen om ämnet är begränsat. Syftet med denna studie är att undersöka skillnader i attityder och bedömningar gjorda av socialarbetare som i sitt arbete kommer i kontakt med partnervåld, och om dessa påverkas beroende på om den våldsutsatta personen är en man eller en kvinna. För att undersöka skillnader användes en kvantitativ vinjettmetod med tillhörande enkätfrågor. Två separata respondentgrupper har besvarat enkätfrågorna utifrån vinjetter som är uppdelade i två delar. I vinjetterna introduceras varje respondent för ett heterosexuellt par med en problematik av partnervåld. Vinjetterna är identiska med undantaget att karaktärernas kön är utbytta. Resultatet visar att i den våldsutsatta mannens situation bedöms våldet vara mindre allvarligt, att det finns mindre risk för fortsatt våld i relationen samt att den våldsutsatta mannen i lägre utsträckning är i behov av individuella insatser. Respondenterna ansåg även oftare att den våldsutövande kvinnan är i behov av individuella insatser jämfört med den manliga våldsutövaren. Teorier använda för att tolka resultatet innefattar socialkonstruktivism och genusteori. Studien kan tillföra perspektiv för ämnet om våldsutsatta män, och belyser att bedömningar om våldsutsatta kan skilja sig åt beroende på genus. / Domestic partner violence is violence in a partner relationship. Earlier research on domestic partner violence mainly focus on the violence against women, with male perpetrators. Male victims exposed to partner violence are rarely discussed, and research of the subject is limited. The purpose of this study is to investigate attitudes and assessments made by social workers who in their work encounter domestic partner violence, and if the social workers are affected depending on whether the person exposed to partner violence is a man or a woman. A quantitative vignette method with accompanying survey questions were used to investigate differences. Two separate groups of respondents answered survey questions based on vignettes divided into two parts. The respondents are each introduced in the vignettes to a heterosexual couple with a problem of partner violence. These vignettes are identical except for the characters’ genders which have been swapped. The result reveals that violence towards the victimized man is considered less serious, that there is less risk of continued violence in the relationship and that the victimized man is in less need of individual interventions. Respondents also considered to a lesser extent that the female perpetrator needed individual interventions compared to the male perpetrator. Social constructivism and gender theory are the theories used to interpret these results. The study can add perspectives about the subject of male victims and highlight that assessments of people exposed to partner violence may differ depending on the victim’s gender.

Nessa pesquisa planejamos, aplicamos e analisamos uma sequência didática sobre a estrutura e transformação da matéria baseada em elementos da modelagem no ensino de ciências. Os principais objetivos foram o de descrever os principais suportes oferecidos aos estudantes e analisar como estes foram utilizados, além de investigar as principais dinâmicas de interação social concretizadas na intervenção, que os permitissem participar ativamente do processo de construção e expressão de modelos. A questão central é a de compreender como os indivíduos são capazes de se apropriarem de uma determinada ferramenta cultural, em outras palavras, quais dinâmicas e ajudas são necessárias para uma ferramenta existente em plano social ser dominada em plano individual; em nosso caso, os modelos científicos sobre a estrutura e transformação da matéria. Focamos nossa análise em três aulas de modelagem nas quais a dinâmica principal tratou-se justamente da construção e representação de modelos em nível submicro e simbólico de diversos sistemas, após a experiência prévia com cinco transformações em situação de aula experimental. Os sistemas modelados trataram-se da matéria em repouso e de transformações físicas e químicas, somando um total de 09 atividades. Realizamos um estudo piloto e uma intervenção final, sendo esta última aplicada com três turmas de 1º ano do ensino médio de uma escola particular da cidade de São Paulo no ano de 2016 (n=84), no qual o pesquisador era o próprio professor das turmas. Recorremos à análise dos dados o referencial de pesquisa qualitativa, de caráter interpretativo, na qual dispomos de diferentes instrumentos de coletas de dados com o propósito de realizar a triangulação entre os mesmos, sendo estes as produções dos estudantes, as observações diretas da intervenção e entrevista com onze alunos. A sequência do conteúdo; as orientações do professor para a execução das atividades; a interação direta do professor com os estudantes; a importância da socialização das atividades em grupos de diferentes tamanhos, sobretudo às interações entre as duplas formadas pelos pares; as dinâmicas de interação social e negociação de significados promovida e potencializada pela proposta de modelagem; as negociações de significados realizadas a partir das produções dos estudantes e a visualização dos vídeos de experimentos realizados previamente foram identificados como os suportes e dinâmicas mais importantes para a proposta de modelagem e, portanto, são apresentados e discutidos nessa pesquisa. As produções dos estudantes foram, entretanto, consideradas tanto o produto como mediadores centrais que possibilitaram a construção e reconstrução do conhecimento. Pudemos, assim, sistematizar elementos que possibilitem e encorajem trazer ao espaço comum da sala de aula as atividades de modelagem, caracterizadas por promover o protagonismo dos alunos e incentivar a exposição e negociações de significados em plano social. / In this study, we planned, applied and analysed a matters structure and transformation didactic sequence supported by modelling elements. The main goals were to describe the main supports offered to students and analyse how they were used. We also investigated the fundamental social interaction dynamics implicated on this intervention. The central issue is to understand how individuals are capable to internalize one specific cultural tool, in the others words, what dynamics and supports are necessary to a cultural tool existing in social plan to be mastered in individual plan, in our case, matters structure and transformation scientific models. We focused our analysis into three classes with the main dynamic of model construction and representation in submicro and symbolic level. These activities were carried out after five previously experiences with the students. The modelled systems were matter in resting state and chemistry and physic transformations, totalling 9 activities. We carried out pilot study in 2015 and a final study in 2016 with three high-school (freshman year) classes, 15 year-old students in average (n=84), in a private institution localized in São Paulo, Brazil. The researcher was also the teacher were in both studies. We used the qualitative research reference, with an interpretative character and different data instruments with the purpose of triangulation between them. These data were student representations, the direct observation and an interview carried out with 11 students. We concluded that the content sequence, the teacher\'s guidelines for the execution of activities, a direct interaction between teacher and students, the socialization in different size groups, especially interactions between pairs, the dynamics of social interaction and meanings negotiation promoted and potentialized by model proposal; the meaning negotiations started by the individual representations and the visualization of videos with experiment content were the main mediators. The students activities were considered both the product as the central mediators that made possible the construction and reconstruction of knowledge. Thus, we could systematize elements that will allow and encourage bringing to the classroom common space modelling activities, characterized by promoting students to be protagonist and encouraging the exposition and negotiations of meanings in a social plan.