L'extraction de la tourbe pour en produire des substrats horticoles entraine la perte de leur capacité à séquestrer le carbone (C) dans les sols. Cependant, depuis plus d’une trentaine d’années, de nombreuses tourbières se sont vues restaurées et dans certains cas des mares sont intégrées. Les mares de tourbières sont présentes surtout dans les régions côtières et maritimes et sont généralement émettrices de C, à l’inverse des tourbières. Or, les mares sont des micro-habitats ayant un grand potentiel lié à la biodiversité et jouent ainsi un rôle très important pour de nombreuses espèces. De manière générale, la mesure du succès de la restauration des mares se concentre surtout sur le retour des espèces végétales typiques des mares naturelles et la présence d’un niveau d’eau constant à l’année. Très peu d’études se concentrent sur la biogéochimie des mares pour évaluer le succès de la restauration. Mon projet de recherche vise à évaluer le succès de la création des mares dans les projets de restauration de tourbière en utilisant des variables biogéochimiques. La recherche vise donc à identifier les différences biogéochimiques entre les mares créées et naturelles en plus de déterminer la trajectoire biogéochimique des mares créées dans le temps. Pour ce faire, nous avons mesuré différentes variables biogéochimiques telles le pH, les concentrations d’azote (N), de phosphore (P), de carbone organique dissout (DOC), de cations basiques – calcium (Ca), sodium (Na), magnésium (Mg) et potassium (K) et des gaz dissouts - méthane (CH4), dioxyde de carbone (CO2) et protoxyde d’azote (N2O) -. L’échantillonnage s’est fait dans 62 mares réparties au sein de 7 tourbières situé au Québec et au Nouveau-Brunswick : des mares naturelles et des mares créées il y a entre 3 et 22 ans. Les mares naturelles et créées ont des caractéristiques biogéochimiques différentes, et ce sans prendre en compte l’année de création. De ce fait, l’eau des mares créées est moins acide (pH >5) et plus concentrée en nutriments - N et P - que les mares naturelles. Cependant, les mares créées les plus anciennes ont tendance à se rapprocher des caractéristiques biogéochimiques des mares naturelles où la variation de la nappe phréatique et par le fait même la profondeur des mares viendraient jouer un rôle important sur les variables biogéochimiques. Des mares créées plus profondes et plus grandes pourraient ainsi permettre une présence d’eau permanente sans qu’elles s’assèchent durant l’été et ainsi favoriser le retour des conditions biogéochimiques similaires aux mares naturelles. / The extraction of peat to produce horticultural substrates leads to the loss of their ability to sequester carbon (C) in soils. However, over the past 30 years, many peatlands have been restored and open-water pools have been incorporated in some cases. Pools are naturally present in some bogs, especially in coastal and maritime regions, and are generally net C emitters, unlike peatlands. Pools are known to be micro-habitats with great potential for biodiversity and play a very important role for many species. In general, the measurement of the success of pool creation focuses on the return of bog plant species and a constant presence of water throughout the year. Currently, very few studies focus on the biogeochemistry of created pools to assess success. My research project uses biogeochemical variables to evaluate the success of created pools in peatland restoration projects. The research aims to identify biogeochemical differences between created and natural pools and to determine the biogeochemical trajectory of created pools over time. We measured different biogeochemical variables such as pH, nitrogen (N), phosphorus (P), dissolved organic carbon (DOC), base cations - calcium (Ca), sodium (Na), magnesium (Mg) and potassium (K) and dissolved gases - methane (CH4), carbon dioxide (CO2) and nitrous oxide (N2O) -. Sampling was done in 62 pools located in 7 peatlands in Quebec and New Brunswick. We sampled both natural pools and pools created between 3 and 22 years ago. Natural and created pools have different biogeochemical characteristics, without considering the year of creation. Water in created pools is less acidic (pH >5) and more concentrated in nutrients - N and P - than in natural pools. However, the oldest created pools tend to be closer to the biogeochemical characteristics of natural pools. The variation of the water table and the depth of the pools play an important role for the return towards natural biogeochemical characteristics. Deeper and larger created pools could allow a permanent water presence during dry periods in summer and thus promote the return of biogeochemical conditions similar to natural pools.

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This study of the dance experiences of related men and boys pursues overlapping and related research goals. It is an investigation about reflective teaching practice in the process of developing an emergent curriculum for this multi-generational group of men and boys. It is an investigation about the communicative moments between participants through which members expressed their pedagogical regard for each other, their needs, desires and their dance learning. And it is an investigation about this group of men and boys as an example of aesthetic community, a community engaged in expressing and mediating individual style and dispositions through a group process and resulting in deeply shared aesthetic meanings and group style. Fourteen participants in six family groups danced together on seven Saturdays in a small community north of Philadelphia, Pennsylvania. Participants ranged in age from five-years old to more than forty-five years old. Dance curriculum was designed in reference to the teacher's knowledge and experience of creative movement for primary aged children, and in reference to the teacher's dance performance and choreographic experiences and experiences of parenting. Based on detailed transcriptions of two-camera video documentation of the seven sessions, a narrative analysis thickly describes significant movements of participants, before, during and after the sessions, as well as interactions and participants' utterances. Post-session captioned drawings are discussed in detail following each session. Major findings are then presented as related to three research goals: reflective practice for emergent curriculum design, intersubjectivity as it occurred in this example of inter-generational dance education and an examination of this group of learners as an example of aesthetic community. Findings are discussed in relation to relevant literature and recommendations posed for further research. / Dance

Purpose - With the social media's emergence in recent times, the main purpose of this study is to generate knowledge about social media communication’s impact on consumer-based brand equity, in terms of firm-created and user-generated social media communication. In order to make this possible, knowledge about customer’s perception about a specific brand is required. Furthermore, we are interested in explaining issues concerning how fashion companies can efficiently use social media, and the study’s intention is also to present recommendations of how companies can use social media as a marketing communication tool. Theory and hypothesis – This chapter deals with theory about consumer-based brand equity, where the different components of the model are presented. Also theory about social media, different social media applications and a social media strategy are described. Finally, firm- created and user-generated social media communications impact on brand equity are discussed, which leads to the study’s hypotheses. Methodology – The study has a triangulation consisting of both a qualitative and a quantitative part and has essentially a deductive approach. The study interviewed one expert in the fashion industry and one expert in the area of social media. An interview with the analysed company’s marketing manager was also made. The quantitative study was made on 624 respondents, which were all members of the company’s customer club. 97 of these 624 respondents were investigated in order to observe the impact of firm-created and user- generated social media communication on brand equity. Empirical findings and results – The findings in the study indicate that firm-created social media communication positively impact brand equity, while user-generated did not show to be significant. In this study it was shown that the majority of the respondents use social media, especially Facebook, and the content that most valuable was access to discounts and promotions as well as information about the brand and its products. Conclusion - Our study confirms the importance for companies to use social media as a marketing tool and it should be in all managers’ interest to make use of this channel. Also the importance of having high brand equity is highlighted and how the customer’s perceptions about a brand can be used as guidelines in order to increase brand equity.

The current communicative planning paradigm appears to lack the ability to include the voices of the voiceless and is stuck in practices that continue to confirm the status-quo through technocratic quick fixes, which do not solve underlying problems causing climate change. This thesis is an exploration of how two unconventional methods, storytelling and co-created speculative design, can contribute to a change in paradigm, specifically improve the inclusiveness of coproduction, where nonhumans are involved in the decision-making processes. This thesis takes the reader on a journey through the embodiment of water in Slussen, by an analysis of semi-structured interviews and a critical discourse, a story from the perspective of water with the title Suorssá, and two alternative designs of Slussen if water were in charge. The applied lense in this thesis is a combination of Latour’s perspective on actants, Bell’s studies of the future, storytelling, critical utopianism, and ecocentrism. The methods and lense are embedded in a case study of water in Slussen, which is a major urban development in Sweden where water plays a considerable role. Through this journey an alternative perspective is attempted to be shared with the participants and an increasing openness towards ecocentrism, where all organisms on the planet have an intrinsic value irrespective of humans, is created. The results suggest that a truly inclusive planning paradigm, especially for megaprojects like Slussen, seems to be a utopian thought. Nonetheless, storytelling and co-created speculative designs turn out to be an effective step towards realizing this vision.

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Local education agency (LEA) administrators often require elementary teachers of standardized tested subjects English Language Arts, math, science, and social studies to use pre-published pacing guides and scripted lesson plans. These administrators do not require the same of music educators. As such, elementary general music educators often create and use their own lesson plans with the same cohort of students over multiple years. They are responsible for the liberating yet daunting task of helping students meet local or state standards with few to no mandates for short- or long-term planning.Elementary music teachers may draw from published music curriculums or create their own based on established music pedagogical frameworks (Bresler, 1995; Bugos, 2011; Hernandez, 2022; Mynatt, 2018). As an elementary general music teacher, I have drawn heavily from Gordon’s (2012) Music Learning Theory (MLT) as my pedagogical basis for music instruction. MLT-based materials I have used for kindergarten through 4th grade include Jump Right In: The Music Curriculum, Revised Edition (Taggart et al., 2000, 2001, 2004, 2006, 2010). However, I have found that I need to supplement Jump Right In with contemporary materials to craft a modern curriculum fitting my unique teaching context and students. When I looked to the literature to understand how other MLT elementary general music teachers have written their own curriculum, my searches yielded no results. To improve instruction in elementary general music, the purpose of this qualitative research was to understand the experiences of elementary general music educators who created and used LEA-wide elementary MLT-based curriculums. The single question guiding my study was, how do MLT-based, elementary general music teachers describe their experiences writing and implementing a formal curriculum in their LEA? I selected a qualitative, interview-based design for my study. I used purposeful sampling to recruit three elementary general music teachers who had worked with colleagues in their LEA to write and implement an MLT-based curriculum. Using Seidman’s (2006) three-interview design, I gathered information from the participants. Because of my personal connection to the study, I used Braun and Clarke’s (2013, 2022) six-phase iterative approach to conduct reflective thematic analysis: familiarizing myself with the data; coding; generating initial themes; developing and reviewing themes; refining, defining, and naming themes; and writing up. While analyzing the data, I developed codes from which sixteen subthemes emerged. I assigned each of these subthemes to one of three emergent themes: (a) teachers were steadfast and determined, (b) teachers were advocates, and (c) LEA policies helped and hurt. Participants’ data became organized by one overarching theme, instigators of and obstacles to change. For these three teachers, the experience of creating and using LEA-wide elementary MLT-based curriculums was hard to earn and easy to lose. I present implications for music educators and their LEA administrators who aim to undertake similar projects. I discuss personal implications, and I make recommendations for future research. Keywords: Music Learning Theory, elementary general music, teacher-created curriculum, reflexive thematic analysis, critical qualitative approach / Music Education

The aim of this diploma thesis is to analyze the criteria of the school class climate quality, to deal with the role of the primary school teacher as a co-creator of the climate, with the requirements that are laid on the teacher and the required proffesional competences. The thesis also deals with analysis of the conditions that create the school climate from the pupils' point of view - especially the development compliance that originates from the dependence on the class composition. Another aim of the thesis is to describe issue of newly-made casses on the grounds of created relationships between the pupils both during and outside the lessons. The methods of educational survey and educational-psychological diagnosis were used.