Jag har gjort en studie av English House i Danmark, där danska skolklasser får veckolånga språkbad. Att enbart tala engelska med eleverna blir där möjligt genom att även utnyttja andra sätt att kommunicera, än det rent verbala. Jag har relaterat undervisningen på English House både till språkforskningen, och till de vanligaste språkinlärningsmetoder som används i skolan. Att språk handlar om kommunikation mellan människor är naturligt på English House. Metoderna som används är många, för att passa så många som möjligt, och stimuleraså många sinnen det går. Bland annat finns inslag av direktmetoden, The Funktional Notional Approach och Total Physical Respons. English House handlar främst om att uppleva ett helt kulturpaket innehållande t ex historia, samhällskunskap och kulturyttringar så som sånger, lekar, traditioner och berättelser, där språket är både mål och medel. De yngsta gästerna på English House får lära sig många nya ord under en vecka som är vitt skild från den vanliga undervisnigen. Med många skratt och fysiska övningar tillägnar de sig det engelska språket, och får ett ökat förtroende för den egna språkförmågan. Cheryl Strike, som är lärare där, är oerhört kunnig och kreativ. Hon har satt sin prägel på undervisningen. Hennes sätt att arbeta stämmer väl överens med hur modern språkforskning anser att undervisning i främmande språk bör bedrivas. Att erbjuda svenska skolklasser denna möjlighet till intensivveckor i engelska, är något som skulle bidra till höjd kvalitet på engelskundervisningen. Arbetssättet, som dock ställer höga krav på lärarens språkliga och kreativa förmåga, skulle bidra till att uppnå målen som kursplanerna i Lpo 94 sätter upp för engelskundervisningen i den svenska skolan.

Submitted by Fabielle Cheuczuk (fabielle.cheuczuk@unioeste.br) on 2018-07-12T14:06:40Z No. of bitstreams: 2 Dissertação - Aline Tortora de Oliveira - PDF.pdf: 15091262 bytes, checksum: ad469e9d9e86606557c6d1a8c9559ca7 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-07-12T14:06:40Z (GMT). No. of bitstreams: 2 Dissertação - Aline Tortora de Oliveira - PDF.pdf: 15091262 bytes, checksum: ad469e9d9e86606557c6d1a8c9559ca7 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This dissertation analyzes the cultural identity of São Pio X – Km 20 community, from Francisco Beltrão, Paraná. In the investigation, we established as a research problem the question: How do community dwellers build cultural identity? We have as a general objective to record the history of São Pio X community, including the process of identity and cultural identification. The specific objectives stated were: a) to identify the cultural markers selected by residents of São Pio X community as elements of identity; b) to point out the correlations between the cultural heritage of the Italian descendants and the process of community identification; c) to establish the meanings of the school and the church to the cultural identity assumed by the residents of São Pio X community; d) to analyze the significance of the parties to the construction of the process of identity and identification. It is a qualitative research of ethnographic type, in which we use the following instruments for data collection: a) observation and description; b) photographic record (registered by the researcher and kept in the personal collection of the community residents; c) documentary analysis (Atas Books, Beltrão Journal and official documents); d) Field Diary; e) narrative interviews. We selected the church, the school and the feast of the Italian Culture – Fest Vin, as the main sociality spaces, in which the inhabitants participate and shape their identities. Food, religious beliefs and festivities make up the daily customs of the residents. The main intention of the research is to understand how the inhabitants construct the cultural identity in these spaces and places and the relations with the identities that these subjects assume. In order to give theoretical and methodological support to the actions we use the contributions of Bauman (2005), Costa (1985), Geertz (1981), Hall (2015), Iotti (2001, 2010), Kossoy 1986), Marques (2008), Martins (1986), Scheneider (2012), Vannini (2003), Wenczenovicz (2014), among others. In the years 2016 and 2017, we sought the information that compose the dissertation. The totality of the collected and analyzed material indicates that the locus of the research uses cultural markers to frame the processes of identity and identification. These include: the production and usufruct of food, the usage of Italian language expressions to demarcate a connection with the past and its ancestors that came from Italy; The religiosity as an aggregating element and producer of the social bond and the experience of the party. It is necessary to emphasize the place occupied by the school: production and dissemination of a representation of the Italian ethnicity. Such markers have been identified as determinants of how subjects see and perceive themselves. / A dissertação analisa a identidade cultural da comunidade São Pio X – Km 20, de Francisco Beltrão, Paraná. Na investigação, estabelecemos como problema de pesquisa o questionamento: Como os moradores da Comunidade, constroem a identidade cultural? Traçamos como objetivo geral registrar a história da comunidade São Pio X, compreendendo o processo de identidade e identificação cultural. Os objetivos específicos enunciados foram: a) identificar os marcadores culturais selecionados pelos moradores da comunidade São Pio X como elementos de identidade; b) apontar as correlações entre a herança cultural dos descendentes italianos e o processo de identificação da comunidade; c) estabelecer os significados da escola e da igreja para a identidade cultural assumida pelos moradores da comunidade São Pio X; d) analisar o significado das festas para a construção do processo de identidade e identificação. Tratase de uma pesquisa qualitativa de tipo etnográfica, na qual utilizamos os seguintes instrumentos para a coleta de dados: a) observação e descrição; b) registro fotográfico (registrados pela pesquisadora e constante no acervo pessoal dos moradores da comunidade; c) análise documental (Livros Atas, Jornal de Beltrão e documentos oficiais); d) Diário de Campo; e) entrevistas narrativas. Selecionamos a igreja, a escola e a festa da Cultura Italiana – Fest Vin, como os principais espaços de socialidade, nos quais os moradores participam e moldam suas identidades. A alimentação, as crenças religiosas e as festividades, compõem os costumes diários dos moradores. A principal intenção da investigação é perceber como os moradores constroem a identidade cultural nesses espaços e lugares e as relações com as identidades que estes sujeitos assumem. Para dar suporte teórico-metodológico às ações utilizamos as contribuições de Bauman (2005), Costa (1985), Geertz (1981), Hall (2015), Iotti (2001, 2010), Kossoy (2009), Lazier (2003, 1997, 1986), Marques (2008), Martins (1986), Scheneider (2012), Vannini (2003), Wenczenovicz (2014), entre outros. Nos anos de 2016 e 2017, buscamos as informações que compõem a dissertação. A totalidade do material coletado e analisado indica que os moradores do lócus da pesquisa usam marcadores culturais para emoldurar os processos de identidade e identificação. Dentre estes destacam-se: a produção e usufruto dos alimentos, o uso de expressões da língua italiana para demarcar uma conexão com o passado e seus ancestrais que vieram da Itália; A religiosidade como elemento agregador e produtor do vínculo social e a vivência da festa. Há que se ressaltar o lugar ocupado pela escola: produção e disseminação de uma representação da etnia italiana. Tais marcadores foram identificados como determinantes de como os sujeitos se veem e são vistos.

L'objectif de cette étude est de mettre en lumière, chez certains architectes, l'existence d'un type inédit de relation au passé, autorisant un type inédit de lecture de l'Histoire. Benjamin écrit: certains transmettent les choses en les rendant intangibles et en les conservant ; d'autres transmettent les situations en les rendant maniables et en les liquidant. Ce sont ces derniers que l'on appelle les destructeurs. Ainsi, nombre d'œuvres modernes à l'apparence austère ne résulteraient-elles pas d'un long processus de transformation jalonné de disparitions successives ? Je ferai l'hypothèse que certains architectes -dont Le Corbusier- s'insèrent dans ce paradoxe en mettant au point des techniques de projet qui ne relèvent ni d'une dialectique continuité-rupture, ni d'un travail sur la référence : j'appellerai transposition le travail consistant à se greffer sur la genèse d'un dispositif architectural pour l'accélérer, par l'actualisation exhaustive de ses modes d'existence. Car si Jeanneret se détache de la culture de son époque dès le Voyage d'Orient, c'est parce qu'il ne prend pas le dispositif architectural pour une entité inerte, extrapolable à souhait : il y reconnaît, au contraire, un objet technique susceptible de produire des effets à la manière d'une machine à perceptions. Son attitude consisterait dès lors à visiter la tradition, non pour extraire des références à usage projectuel, mais un savoir sur le pouvoir que possèdent certains objets de produire des effets. J'explorerai comment il met en place des techniques de projet, véritables manières de faire consistant à intervenir sur des types architecturaux consacrés pour produire des objets techniques concrets / The goal of the thesis is to bring out, in several architects, the existence of a different kind of relationship with the past, which authorizes a new kind of reading of history. Benjamin wrote: “some people transmit things by making them intangible and conserving them; other people transmit situations by making them handy and liquidating them. Last are those that are called destructives. In this way, several modern works, austere in appearance, could they not result from a long transformation process punctuated by successive disappearances ? My hypothesis is that some architects, such as Le Corbusier, choose to insert themselves in that paradox, producing project techniques which do not come under dialectics between continuity and interruption, nor under reference work: I will call transposition the work that consists in graft on the genesis of an architectural device to accelerate it by the exhaustive actualization of his modes of existence. If Jeanneret detaches from the culture of his time onwards since the Orient Trip it is because he does not consider the architectural device as an inert entity which can be extrapolated. He recognizes in it a technical object capable of producing effects as a perception machine. His attitude consists therefore in visiting tradition, not to extract references, but as knowledge about the power that some objects have to produce effects. I will explore how he invents project techniques which are real ways of doing, consisting on intervening on, established, architectural types to produce concrete, technical objects

The goal of this thesis is a description of accounting and tax environment for individuals doing business in the Czech Republic and the Federal Republic of Germany. It provides readers information on the obligations that are applied to entrepreneurs while starting business activities, informs about the regulation of accounting and tax records in the Czech Republic in comparison with how are accounting and tax records regulated in the Federal Republic of Germany. The thesis also focuses on bookkeeping in accordance with Czech and German accounting regulations and as well on tax issues for individual entrepreneurs. The thesis then presents on a specific case the biggest differences for accounting and tax records in both chosen countries.

The aim of this diploma thesis is to provide a comprehensive overview of conditions for establishing a company in the European Union. This work defines basic business terms and discusses the historical development of the business environment and conditions for establishing a company in the territory of today's European Union. Surveys the legal forms of businesses and analyzes the procedure of founding a company in Czech Republic, in selected EU member states and in the European Union. It deals with taxes and the impact of the tax policy on the establishment of companies. The work identifies and evaluates the criteria which determine conditions for starting up a business and their development in time. It compares the results of the EU member states and based on the analyzed data helps to decide whether it is better and for what kind of a company to establish a company in Czech Republic or in another country in EU.

I skolorna talas det alltmer om utomhuspedagogik som arbetssätt och dess inflytande på elevers inlärning. Det finns forskning som behandlar huruvida arbetssättet påverkar elevers förståelse och kunskapslagring, men desto mindre kring hur arbetssättet bedrivs i praktiken. Frågor som kan ställas är om det även kan finnas faktorer som har inflytande på användandet av arbetssättet, och varför. Syftet med föreliggande studie är att bidra med kunskap om hur lärare i Stockholms innerstad kontra förorter, använder historiska platser i form av besök i samband med sin historieundervisning. Sju legitimerade grundskolelärare i årskurs 4–6 som arbetar på olika skolor runt om i Stockholm har deltagit i studien. Metoden som använts är kvalitativa semistrukturerade intervjuer med en abduktiv ansats. Intervjufrågorna som har ställts är öppna för att respondenterna ska få utrymme till mer utförliga svar med eventuella följdfrågor. Den övergripande teorin för studien är Learning by doing av John Dewey med särskilt fokus på begreppen utomhuspedagogik, platsbaserad undervisning och upplevelsebaserat lärande. Dessa är förankrade med undersökningens innehåll, och därav baseras arbetet utifrån dessa teorier gällande lärande. Resultatet av studien visade att geografiska förutsättningar ökar användningen av arbetssättet i samband med historieundervisningen, då det oftast används i innerstaden med närhet till många av Stockholms kulturhistoriska platser. / In schools you often hear about outdoor education as a way of teaching and its influence of the students learning. There is research that shows whether outdoor education has an impact on the student’s understanding and memorization, however it is hard to find research that describes how it is actually used and practiced. Questions that should be considered is whether factors that affect the use of outdoor education, and why that is. The aim of the study is to contribute with knowledge about how teachers in Stockholm’s inner city versus the suburbs, tend to use historical places in terms of visits in connection with their history teaching. The respondents who participated in the research are seven licensed primary school teachers who teach the history subject in grades 4–6 and work at different schools in Stockholm. The method that is used is qualitative and semi structured interviews with an aduktiv approach. The interview questions that have been asked are opened with the possibility to give the respondent space for a more free answer and also the possibility to ask supplementary questions. The overall theory for the study is learning by doing by John Dewey, with a particular focus on concept outdoor education, place-based education, and experience-based learning. These are strongly anchored with the consent of the research, and therefore the research is based upon these theories about learning. The result shows that the geographic closeness increase the use of the working method in connection with history education, as it is most often used in the inner city with closeness to many of Stockholm's cultural-historical places.

Syftet med studien är att öka kunskaper kring lärares tankar om hur utomhuspedagogik kan bidra till lågstadieelevers måluppfyllelse och lärande för socialt hållbar utveckling, samt kunskaper kring hur elever interagerar när lärare använder utomhuspedagogik. Syftet undersöks med hjälp av sex kvalitativa intervjuer av lärare som arbetar aktivt med utomhuspedagogik samt tre observationer av elevers interaktioner i lärarnas utomhusundervisning. Studiens resultat visar att lärarna eftersträvar att kombinera teoretiska och praktiska erfarenheter som de menar kan bidra till en ökad måluppfyllelse för eleverna. I resultatet framkommer det att lärarna anser att utomhuspedagogik kan vara en inkluderande arbetsmetod för elevers lärande när språket är begränsat, eftersom den autentiska lärmiljön tillåter eleverna, med hjälp av sina sinnen, att kommunicera genom sitt kroppsspråk. Observationerna av elevernas interaktioner i utomhusundervisning visar att de får träna sina sociala förmågor genom att samarbeta och kommunicera med hjälp av utomhuspedagogikens praktiska inslag. Lärarna beskriver att utomhuspedagogik tillåter elever att lära genom en friare undervisning i en social gemenskap, där aktiviteter som sker i grupp är kärnan i lärarnas undervisning mot socialt hållbar utveckling. En slutsats är att det är viktigt att lärare får utbildning och kompetensutveckling för att bedriva utomhuspedagogisk undervisning som kan bidra till elevers kunskapsutveckling mot en hållbar framtid. / The purpose of this study is to increase knowledge about teachers’ thoughts on how outdoor pedagogy can contribute to primary students’ goal achievementsand learning for social sustainable development, as well as knowledge about how students interact when teachers use outdoor pedagogy. The purpose has been achieved with the help of six qualitative interviews of teachers that actively work with outdoor pedagogy and three observations of students’ interactions in outdoor education. The results of the study show that the teachers aim to combine theoretical and practical experiences that they believe can contribute to an increased goal achievement for students. The results also show that the teachers believe that outdoor pedagogy can be an inclusive working method for students’ education when language skills are limited, as the authentic outdoor environment allowthem to communicate through gestures and visual communication. The outdoor observations of student’s interactions show that they can practice their social skills with the help of the practical elements of outdoor pedagogy through collaborations and communication. Finally, the study’s respondents describe that outdoor pedagogy allows students to learn through a social and unconfined teaching environment, where group work is the core of the teachers’ educational teachings towards social sustainable development. In conclusion, it is essential that teachers receive the education and skills needed to implement outdoor pedagogy that can contribute to students’ developmental knowledge towards a sustainable future.

The Chapter shows the phenomenon of “Doing Gender” taking place in a part of the Bavaria-Lesson. And what is more, it shows, that boys are “doing girl” and girls are “doing boy”. The chapter doesn’t offer implications for music educators explicitly, but shows an Analytical Short Film (ASF) serving as evidence.

The presented dissertation addresses main issues of film education. It deals with the fact, that film has become a subject of education in the Czech Republic and other European countries in the last years. Thus, it has also had its place in the Czech Framework Education Programme for elementary and grammar schools (gymnasia) since 2010, as Film and Audiovisual Education, a complementary subject of the Art and Culture educational area. This dissertation inserts this actuality into the historical context and reflects on the situation, that calls for a reconsideration of curricular matters of both artistic and media area: the importance of film as an artistic form, that has been an irreplaceable component of human culture for more than hundred years, as well as the omnipresence of the audiovisual medium in the society. The dissertation treats complex educational goals of Film and Audiovisual Education: it approaches the film education as an opportunity to develop so called film literacy and illuminates its meaning; it pursues the development of important personal traits of the pupils that the film teaching can bring. It maps out the main educational content, which can be divided into several categories, narrowly tied and reflecting the most important aspects of film art: film language, film narration...

Digitaliseringens framfart formar samhälle, arbetsmarknad och yrkesroller. Digitalt arbeteinnebär inte bara effektivitetsförbättringar utan även sämre matchning på arbetsmarknadenoch interna kompetensutmaningar. I takt med utvecklandet av nya teknologier kommer blandannat revisorns yrkesroll förändras till att innehålla mer digitala arbetssysslor, och därav skeräven en förändring av de kompetenser som arbetet kräver. Denna studie behandlar frågan omhur digitala kompetenser formar revisorns yrkesroll, med syftet att skapa förståelse fördigitala kompetenser inom revisorsprofessionen. Studien är kvalitativ samt i huvudsakinduktiv men innehåller även abduktiva inslag, och har genomförts genom en kombinationav att granska platsannonser samt genomföra semi-strukturerade intervjuer med revisorer. För att uppnå studiens syfte används de tre pelarna inom institutionell teori samt teori omroller som en referensram för att analysera det empiriska resultatet. De tre pelarna inominstitutionell har i tidigare studier använts för att analysera roller inom ekonomistyrning menhar inte applicerats inom revision. Studiens resultat visar på att digital kompetens inteframstår efterfrågas av arbetsgivare i platsannonser trots att revisorer upplever att god digitalkompetens kan effektivisera arbetet och därigenom utgöra en framgångsfaktor i yrkesrollensom revisor. Vidare framstår yrkesrollens behov av digital kompetens skifta under yrkeslivetdå arbetet för juniora revisorer framstår vara mer tekniskt krävande än för seniora revisorer. På så vis belyser studien hur yrkesrollen som revisor framstår progressivt övergå från mertekniskt krävande arbete till mer socialt orienterat arbete.