The thesis tries to analyse dispute over path of the D3 highway through locality of Posázaví. Discussion about this topic was talked over in media space for over twenty-five years. Many actors from public, governmental and political sphare participated in the discussion over the time. Thesis use analysis of local press andother other resources to create complex picture of the dispute including actors a their actions wih primary focus on description of argumetns and topics with their developement. Deeper analysis with use of other literature will be inherent. Secondary purpose of the thesis will be describe conflict from historic perspective and name main actors with their arguments.

In many music ensembles there are hierarchies and a focus on the vision of the bandleader. This thesis explores the possibilities of creating conditions for improvisational co-creation and follows the common development-process of an improvising trio. Emphasis is placed on democratic interplay and a collective expression without compromising with each musician’s personal sound. Through structured and free improvisations, the trio discovered and developed their musical language, limitations and possibilities. Self-recording, listening to it and discussions about what was experienced, perceived and what potential variations there might be alongside with a non-judgmental attitude served as a powerful tool to raise awareness and to develop the trio. The work resulted in a live streamed concert consisting of a freely improvised piece of music.  By focusing on process-oriented solutions that involves and activates the whole ensemble, the trio has been able to develop an interplay and expression that is nonhierarchical, spontaneous and has potential to change. / <p>Marcus Wärnheim - altsaxofon</p><p>Karin Ingves - piano</p><p>Kristian Remnelius - trummor</p><p>All musik av alla medlemmar.</p>

There are few descriptions of what teachers do to facilitate discussions that support students’ development of mathematical agency. Likewise, little is known about how elementary students conceptualize their own agency. This study explored how teachers’ facilitation of mathematical discussions potentially fostered students’ mathematical agency. Additionally, this study investigated ways in which students conceptualized their own mathematical agency within these classrooms. This study was situated in an urban school with a linguistically, academically, and ethnically diverse student population. The sample consisted of two upper elementary school teachers and their pupils (n = 40). Data, collected during the 2018–19 school year, included 12 observations of mathematics lessons, 4 interviews with the teacher participants, and teacher questionnaires. Student data were collected using the Student Agency Questionnaire (SAQ) and group interviews. Mathematics lessons were videotaped, transcribed, and coded to discern ways in which teacher participants facilitated mathematical discussions. Two case studies focused on participants' classroom discussion practices were created. Themes that emerged from the case studies were that teacher participants fostered students’ mathematical agency through their facilitation of discussions by 1) creating a positive learning community; 2) supporting students’ willingness to publicly engage in mathematical discussions; and 3) sharing the power of teaching and learning. Analysis of the Student Agency Questionnaire (SAQ) data indicated that students in both teacher participant classrooms reported behaviors associated with mathematical agency. Observations and group interview data supported the SAQ results that students in both classrooms displayed mathematical agency. Student group interview data analysis showed that students who considered themselves doers of mathematics exhibited the following characteristics: habits of perseverance, a confident attitude about doing mathematics, and a willingness to actively engage with mathematics. This study provides evidence that teachers’ facilitation moves have the power to maintain and extend students’ mathematical agency. This study will contribute to the little empirical research available on supporting students’ mathematical agency in elementary classrooms. Further research should continue to investigate in a larger array of classrooms at varying levels (elementary, middle and high school).

The purpose of this study was to investigate the use of group discussions to enhance comprehension skills in multilingual classes in Gauteng. Due to the diverse cultural backgrounds of learners in Gauteng, it has become necessary to explore strategies that can assist the learners in improving their language skills. An interpretivist epistemological paradigm with a qualitative research approach was used. The theoretical framework was sociocultural theory making use of the Zone of Proximal Development which highlighted the assistance learners get when supported by their peers during group discussions. Two schools were purposively sampled based on the linguistic diversity of learners. This included three teachers, 134 learners, one Grade 4 and two Grade 6 classes. Data collection included non-participatory observations of three comprehension lessons. Semi-structured interviews held with teachers, field notes, teachers’ lesson plans and learners’ workbooks were also collected. The findings suggest that most teachers employed a quiz-bowl approach in comprehension lessons limiting learner’s independent thinking in discussions. However, further analysis indicated that group discussions could be an asset if the teachers were trained to model and scaffold the art of asking questions for learners to observe and learn. The importance of teachers taking on various roles such as the planning of qualitative questions given to learners, employing different strategies and grouping of learners was emphasised to ensure effective group discussions take place. Group discussions will provide more time for teachers to support learners struggling, thus ensuring that learners become more accountable for their own learning. / Dissertation (MEd)--University of Pretoria, 2019. / Educational Psychology / MEd / Unrestricted

The main goal with this essay has been to study how previous research and media report on the discussion around homelessness and how this impacts society’s view on homelessness. We chose to review previous research and media reporting to see how the phenomenon is discussed and portrayed, both historically and in the present. Throughout the essay, we have tried to explain how this affects the view of homelessness, both for the person who is homeless and also for the population in general, as well as what the consequences of this will be. The essay contains international research but has a predominantly Swedish perspective because it is in our interest to examine the subject in the country we live in. The method we worked on was a so-called literature study where we compiled the literature we dealt with in order to get answers to our main questions. We have used social constructivism and agenda setting as theoretical starting points. Our results show that the discussion around homelessness is constantly ongoing and that there are many aspects that influence the phenomenon and the view of it.

In the university, the influence of Jacques Derrida's thought is immeasurable. Yet, his thoughts and 'Writings on the university remain somewhat unacknowledged. Derrida has 'Written and spoken extensively on the subject of the university with the hope of initiating a discussion that will, by questioning all aspects of the "university," create an opening toward its future. This thesis explores Derridean discourse on the university and suggests it as a useful and provocative means of(re)thinking the university. Chapter One ofthis thesis consists of a close reading of Derrida's essay "The Principle of Reason: The University in the Eyes of its Pupils." By following Derrida's historical, philosophical and political allusions, this chapter functions, in a certain sense, as a concordance to Derrida's essay. After exploring Derrida's discussion of how not to speak of the university, Chapter Two attempts to use Derridean discourse to understand the university as a "body." If the university were a body, what would it look like? In this chapter, I propose the existence of two quite different university bodies: the metaphysical university and the university incarnate. The metaphysical university body is infused with spirit and in fact rejects the body. By repressing its "body" (its historical, political and social determinants) the metaphysical university hallucinates its body as a unified, indestructible, inconsumable and uncontaminated whole. To preserve the university, the metaphysical university body suggests a return to "spirit." The university in-camate on the other hand, understands its body as wounded, parasitized, consumable, displaced and gaping. I suggest that this university body represents Derridean discourse on the university in its desire to think its body--its own constitution / Thesis / Master of Arts (MA)

The purpose of this dissertation is to examine Quintilian' s discussion of the progymnasmata, or elementary rhetorical exercises, in the Institutio Oratoria against an historical background. The study of evidence for the development of the exercises will therefore be important, as well as comparison with the Greek Progymnasmata of Aelius Theon, who was probably a contemporary of Quintilian, and of Hermogenes, Aphthonius and Nicolaus, who all lived during the period of the Roman Empire. Authors after the fifth century A.D. have not been considered, since the progymnasmata seem to have been fixed by then and collections appeared in the Byzantine period added no new exercises. The comparison of Quintilian's work with Greek texts has necessitated a good deal of Greek terminology, for which I apologize to the reader. Since the Greek progymnasmatists have a love of classification and categorization, the reader will also find discussion of rhetorical terms. At the same time, this study shows how often the ideas of Quintilian and Theon are similar, especially in regard to teaching method, which was not usually an interest of ancient rhetorical writers, and it seems likely that Quintilian was acquainted with Theon's work. It is also instructive to see Quintilian's affirmation of the value of the progymnasmata, at a time when they were not popular with Roman rhetoricians, as part of an educational tradition which continued for many centuries. It was hoped to add an appendix containing the parts of Theon's work which are missing from the Greek text but which are found in an Armenian translation of the sixth century A.D. Unfortunately, I have not yet found anyone who can translate sixth-century Armenian. The missing passages, when translated, should be of considerable worth, not only for understanding Theon's Progymnasmata, but also for throwing more light on Quintilian's use of these exercises, especially paraphrase, and praise and denunciation of laws, concerning which little is known. / Thesis / Doctor of Philosophy (PhD)

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