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Prior research within the field of immersive reading has determined that the process of being absorbed by a story consists of four dimensions: attention, mental imagery, emotional engagement, and transportation, dimensions that in turn influence readers' perceived enjoyment when reading fiction. In contrast to a majority of the prior research within the field of immersive reading, this essay aims to identify factors that specifically influence EFL students' story world absorption and reading enjoyment. To gather data, four adult EFL students enrolled in an English 7 class were asked to complete a semi-structured interview regarding their experiences of story world absorption and enjoyment after reading "The Story of an Hour" by Kate Chopin and "Hills Like White Elephants" by Ernest Hemingway. The results show that aspects such as high levels of suspense, surprise, emotion, description, and internal focalization positively influenced the participants' story world absorption and reading enjoyment. In addition, high levels of language comprehension, prior knowledge of particular subject areas, being able to relate to the characters or the story world, as well as being able to explore a role through a character that the students either desired or feared impacted story world absorption and reading enjoyment positively. These findings, which were mainly in accordance with prior research's results, could be utilized by EFL teachers when choosing fiction for students and when constructing pre- and mid-reading assignments to promote reading motivation and facilitate learning.

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This bachelor thesis deals with nationalistic discourse in upper secondary school curricula in Sweden from 1905 to 2011. It examines how the nationalistic discourse has changed over time in curricula and how these changes can be explained. The thesis also makes visible types of nationalistic discourse in the curricula. Further, the thesis shows that despite several significant societal changes during the time researched, there is significant continuiety in the texts, but also substantial differences. The thesis sheds new light on schools' fostering role as a whole as well as points to historical depth in the democratic fostering in Swedish schools today. / Denna uppsats behandlar nationalistiska diskurser i svenska läroplaner för gymnasieskolan mellan årtalen 1905 och 2011. Syftet är att med stöd i ett teoretiskt ramverk baserat på forskning om svensk nationalism, redogöra för hur den nationalistiska diskursen ändrats över tid i styrdokumenten samt hur dessa förändringar kan förklaras. Vidare är syftet, att med det teoretiska ramverket som grund och övrig tidigare forskning, synliggöra typer av nationalistiska diskurser i dessa dokument. Arbetet visar att det trots flera omvälvande samhällsförändringar över de drygt hundra år som undersöks, finns en påtaglig kontinuitet i läroplanerna, men också att det finns talande skillnader. Arbetet inbjuder till reflektion över skolans fostransuppdrag i stort och demonstrerar historiskt djup i det demokratiska fostransuppdrag vi har i svensk skola idag.

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Social hållbarhet har länge varit på agendan både internationellt och nationellt. Även om stora framsteg har gjorts sedan uttrycket först myntades under Brundtlandskonventionen 1987 är Sverige långt ifrån hållbart. I dagsläget finns ingen exakt definition av social hållbarhet vilket har skapat problematiseringar kring dess planering, utveckling och arbetssätt. Syftet med denna uppsats är att studera hur social hållbarhet samverkar med samhällsplanering. Detta betyder att uppsatsen fokuserar på att samla information kring hur social hållbarhet fungerar utifrån ett planeringsperspektiv. För att få kunskap om detta utfördes en dokumentstudie om Araby, Växjö som är ett av Sveriges mest socialt utsatta områden. Studien inleddes med en kartläggning av tidigare forskning kring både social hållbarhet och samhällsplanering. Sedermera utfördes semi-strukturerade intervjuer med två personer inom kompetensområdet. De medverkande fick bland annat svara på frågor kring hur de definierar social hållbarhet, vilka utmaningar och möjligheter som finns, samt kommentera deras arbetssätt ur ett samhällsplanerarperspektiv.

The Ebola epidemic in 2014 was framed as the most serious humanitarian crisis that West Africa has faced since the beginning of this millennium. In Liberia and Sierra Leone, two countries that had just come out of civil wars less than twelve years ago, were the most affected.  As Ebola spread in these countries, skepticisms, rumors, and distrust spread along, making it difficult for frontline workers and humanitarian actors to tackle the epidemic. To control the narratives and build trust, INGOs and national authorities had to turn to the music industry to produce sensitization/education songs. But they were not alone in this contested space: Along came the protest songs to expose structural violence and the hierarchy of humanities. What explains the emergence of the latter in Liberia and Sierra Leone? What role(s) did music play during the epidemic?  This is a qualitative case-study of music as an expressive art for the subalterns. This thesis is grounded in anthropology, humanitarian studies, and postcolonial studies. Six songs that emerged during the Ebola epidemic have been analyzed within the cultural and contextual matrixes they were produced. The emergence of protest songs can be explained by the deep-rooted distrust of outsiders and the fact that postwar reconstruction efforts in Liberia and Sierra Leone have not managed to fundamentally alter the perceptions of a remote state.

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