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Företag låter publicera ofta helt frivillig information kring sitt hållbarhetsarbete till sina intressenter och det samhälle de verkar inom. Denna information innehåller ofta en stor mängd visuellt material och detta material kan innehålla en hel del information som företaget vill förmedla. Därmed är det av stor vikt att förstå hur och varför detta visuella material används. Då byggbranschen skapar stora belastningar på både miljön och människa har vi valt att studera svenska byggföretags hållbarhetsredovisning.   Syftet med denna uppsats är att identifiera och granska de bilder byggföretagen använder i sin hållbarhetsrapportering som ett kommunikationsverktyg genom deras webbplatser och årsrapport. Därmed bidra till tidigare forskning med ytterligare insikt i hur företag förmedlar budskap i syfte att vinna legitimitet.   Vi har valt att analysera det visuella materialets lingvistiska, denotativa och konnotativa delar för att försöka tolka bilden som helhet och därmed förstå dess budskap. Genom detta har vi funnit att dessa byggföretag gärna använder ett positivt perspektiv på de motiv som ofta associeras med hållbarhet. Vår slutsats blev därmed att dessa byggföretag använder det visuella materialet framförallt genom fyra identifierbara strategier. Dessa är att påverka samhällets uppfattningar om företaget, att på ett självberömmande vis betona det samhälleliga ansvar det tagit, att omdirigera uppmärksamheten från ett problem till andra ämnen eller att informera om ändringar företaget gjort. Även om vi inte kan bevisa det så är det troligt att strategierna används som ett sätt att proaktivt möta de förväntningar företagets olika intressentgrupper har på miljöinitiativ.   Företagen ligger bakom en stor del av den miljöförstöring vi har idag och som samhälle samt intressent finns det en förväntan på dessa företag att ta sitt ansvar. Därmed ger vår studie en aspekt i hur intressenter och det samhälle företaget verkar inom kan tolka den frivilliga informationen detta företag ger ut, i syftet att avgöra om de ska stödja eller motarbeta företagets mål. / Organizations often publish completely voluntary information about their sustainability work to stakeholders and to society. This information often contains a large amount of visual material and may contain a lot of information that the company wants to convey. Therefore, it is of great importance to understand how and why the visual material is used. Since the construction industry creates a lot of tension on both the environment and humans, we have chosen to study sustainability reporting from Swedish construction companies.   The purpose of this paper is to identify and review the images that construction companies use in their sustainability reporting as a communication tool through their websites and annual report. This contributes to previous research with further insight into how companies convey messages in order to gain legitimacy.     We have chosen to analyze the linguistic, denotative and connotative parts of the visual material to try to interpret the picture and thereby understand the underlying message. Through this, we have found that the construction companies in this paper like to use a positive perspective on the themes that are often associated with sustainability. Our conclusion was that these construction companies use the visual material mainly through four strategies. These are to influence society's perceptions of the company, to emphasize in a self-praising manner the social responsibility it has taken, to redirect attention from one problem to other subjects or to inform about changes the company has made. Even though we cannot prove it, it seems very likely that the strategies are used to proactively meet the expectations of various stakeholder groups on environmental initiatives.     The companies are behind a large part of the environmental degradation we have today, and society and stakeholder have an expectation for these companies to take responsibility for this. Thus, our study provides an aspect in how stakeholders and society can interpret the voluntary information this company issues, in order to determine whether they should support or counteract the company's goals.

Abscract The topic of the master thesis is focused on the visualization of the Czech language curriculum as a foreign language. It summarizes the findings of the importance of images in the teaching process and the principles of its use. Individual chapters are devoted to didactic functions of the image, the relationship between image and text and the use of image specifics in foreign language teaching. Furthermore, presents graphical and pictorial means by which are teaching materials visualized. The work also focuses on visual media and their use in the classroom. Theoretical knowledge is applied in the practical part, which deals with research of the visual part of Czech textbooks for foreigners. Research part examines the didactic functions of the image, use of visual aids and presentation of vocabulary, grammar and cultural studies. The thesis also partially covers the issue of signaling grammar and didactic use of film clips. The thesis main focus is on practical advices and examples of how to integrate visualization elements into foreign language teaching and is intended for experts and for foreign language teachers.

Cette recherche, qui s’inscrit dans le domaine de la didactique des langues-cultures, porte sur l'intégration des images dans les méthodes du FLE et s’attache à expliciter les avantages mais aussi les limites de son exploitation dans les cours de langues. En se basant sur le concept d'image en tant qu'un support visuel, notre recherche tente de cerner dans quelles mesures l’application d’une image favorise l’apprentissage d’une langue chez les apprenants. Notre étude empirique a été effectuée au sein d’une université à Paris avec des apprenants de niveaux A1 à B2. De ce fait, nous avons recueilli des données en observant les interactions et les productions orales et écrites d’un public estudiantin pluriculturel face aux images. A travers l’étude de trois corpus successifs (questionnaires, observations, entretiens) nous avons dressé un état des lieux de la présence des images dans les cours du FLE, ses apports dans l’acquisition de L2 et nous avons explicité l’approche des enseignants vis-à-vis de ces supports didactiques. Ce qui nous permet de nous focaliser sur quelques éléments qui devraient être différemment mis en œuvre afin d’optimiser l’exploitation des images dans l’enseignement des langues-cultures. Les résultats de cette étude indiquent que les apprenants déploient des stratégies communicatives et d’appropriation afin d’exprimer leurs réactions face aux images et de participer aux échanges. L’analyse des interactions autour des documents visuels témoigne des conditions favorables à un apprentissage potentiel. L’examen approfondi de notre corpus relève d’une occultation de la dimension interculturelle, aussi bien dans les tâches proposées que dans les interactions engendrées par les images. Ces échanges sont fortement influencés par les actions des enseignants, d’où l’émergence de la nécessité d’une formation. / The present research lies in the field of the didactics of languages and cultures. It focuses on the integration of pictures in the teaching of French as a foreign language and it also aims at explaining both the benefits and disadvantages of their use in language courses. Based on the concept of pictures as visual supports, this research attempts to define the potential of applying a picture in language learning among learners. Our empirical study was conducted in a university in Paris with A1 and B2 learners. In this respect, data were collected by observing the interactions and oral and written productions of pluricultural students faced with pictures. Through the study of three successive corpora (questionnaires, observations, interviews), we drew up a status report on the presence of pictures in lessons, its contributions to the acquisition of L2 and we explained the approach of teachers towards these teaching materials. This allows us to focus on a few different elements that should be implemented to optimize the use of pictures in the teaching of languages and cultures. Research findings in this study indicated that learners engage communicative and appropriation strategies to express their reactions to the pictures and to participate in interactions. Analyses of these interactions around the visual material reflect favorable conditions for potential learning. A thorough review of our corpus shows an occultation of the intercultural dimension both in the proposed tasks and in the interactions generated by the pictures. These interactions are strongly influenced by teacher actions, which points out to the the need for training.

The purpose of this study is to explore and analyse if films, as well as being a possible tool to develop linguistic skills of the students of the upper secondary school, can be the basis to introduce and develop cultural elements and aspects related to the students’ values. A survey was responded by 36 teachers of the Swedish upper secondary school in order to study how film in general, and Pedro Almodóvar’s in particular, is used in the teaching of ELE in order to treat basic values and cultural content. The results show that teachers use film to talk about culture and some basic values, but in general the films are not used in Spanish classes very often. / El objetivo de este trabajo es investigar si el cine además de ser una posible herramienta para desarrollar los contenidos lingüísticos de los alumnos del nivel de bachillerato puede ser la base para introducir y desarrollar los elementos culturales y aspectos relacionados con los principios básicos de los alumnos. A través de la entrevista realizada a los profesores de español de los institutos suecos hemos estudiado si el cine en general y las películas de Pedro Almodóvar en particular es usado en la enseñanza de ELE con el propósito de tratar los valores básicos y los contenidos culturales. Los resultados demuestran que se trabaja con el cine para hablar sobre la cultura y algunos valores básicos, pero en general no se usa las películas en las clases de español con mucha frecuencia.

During the past ten years the changing sociopolitical context in South Africa challenged mental health services to re-position themselves in order to stay relevant to specific contextual demands. The field of psychology has also been introduced to the application of postmodern principles in counselling and training practices internationally and nationally, which promised exciting alternative avenues for many practitioners and clients. In reading the literature on the possible opportunities of applying postmodern principles to psychological and educational practices, it became clear that the relationship between counsellors/clients and trainers/students can be a collaborative co-construction of knowledge production. Existing literature on current training practices however reflects a fragmented picture, in which the orientation, content and pedagogy are not consistently aligned with an epistemology and practice. Postmodern literature on the notion of “identity/self” as the narration of a multilevelled construct is used to conceptualise training contexts as contexts that provide students with certain narratives with which they can construct their counsellor identities. The aim of the research is to story the construction of counsellor identity through the application of narrative therapy within a learning model. Text production was imbedded in a referential research context which is defined as a context of the following relational positionings: narrative counsellor, trainer, researcher, students and participants. The contribution of this context towards the construction of counsellor identity is explored through engaging in and narrative analysis of written conversations, journals and visual projects of students who engaged in a training context. Through the narrative analysis process, temporal dimension story grids were developed for the written conversations and training journals and the visual projects were analysed according to denotational and higher signification inventories. Narratives that were co-created in the training context include that of uncertainty, self-awareness, growth, change, hope and respect for individual life narratives, which also contributed to the process of the construction of counsellor identity. These are all familiar narratives that exist in the South African context as we live in a country that is in a continuous process of change and where certainty is an elusive concept. On the basis of the narrative themes that emerged, guidelines were developed for creating training contexts that could facilitate the construction of a counsellor identity that is of relevance within the changing South African context. These guidelines include a repositioning in the trainer/student relationship; using externalising language practices to facilitate the co-construction of knowledge through a critical engagement with the learning material and a conceptualisation of evaluation as a process based activity rather than an outcome based activity. / Thesis (PhD (Psychology))--University of Pretoria, 2006. / Psychology / unrestricted

Title: Using elements of art education in teaching German as a foreign language (with a focus on drama pedagogy and work with picture book "Queen of Colour" by Jutta Bauer) Summary: My thesis is focused on integration of aesthetic elements into a German language lesson. Such elements help to improve students' language resources and language skills and they also help to develop their personality. The subject of my work is relation between the language and art - particular art education, namely dramatic, musical, and literary - partly - art education and their application in a foreign language lesson. This thesis is based on the theory of drama pedagogy and on analysis of an authentic foreign language literary text, namely on the picture book genre. The topics in the practical section are taken from artistic sources and were tested in particular sample lessons. Keywords: Aesthetic elements, Drama pedagogy, Music, Visual Material, Literary Text, Project-based Learning, Language resources, Language skills