D.Litt. et Phil. / Please refer to full text to view abstract

This thesis introduces Jiří Mordechai Langer, who was Czech Jewish author. Through the data of his biography describes his mental focus and some of the aspects of his works, which is inspired by it. The thesis is focused on his first book of poetry Piyutim ve-shire Yedidut, which is written in Hebrew and was published in Prague in 1929. The thesis contents translation of poetry into Czech language, description of language and form. The author describes also main topics of Langer's poetry and its place among other works by Jiří M. Langer and in tradition of Hebrew literature. Influence of Hebrew literature and Hasidism, which she finds out in the book, shows for better understanding on concrete passages. Key words Jiří Langer, jewish writers in 20th century, poetry, translation

Denna studie undersöker om det finns möjligheter att integrera ett hälsofrämjande arbete i litteraturundervisningen genom Judith Langers (2017) didaktiska modell för boksamtal som en literacypraktik. Möjligheterna undersöks med en hermeneutisk forskningsansats som metod. Judith Langers (2017) didaktiska modell för boksamtal som en literacypraktik studeras utifrån en biblioterapuetisk teoribildning framtagen av Arleen Hynes & Mary Hynes-Berry (2012). Resultatet visar att Langers (2017) modell för boksamtal i en literacypraktik skulle kunna fungera hälsofrämjande och därmed möjliggörs det att tillhandahålla litteraturundervisning i skolan som kan fungera för elevers välbefinnande genom att Langers (2017) modell används. I slutet av studien prövas Langers (2017) didaktiska modell i sin funktion som en hälsofrämjande aktivitet i en exemplarisk närläsning av boken Slutet (2018) skriven av Mats Strandberg.

Arts-based methods are increasingly used to facilitate meta-level learning in management education. Such increased use suggests that these methods are relevant and offer a unique contribution meeting a need in today’s management education. Yet, the literature is not clear on what this unique contribution may be even though it abounds with suggestions of varying quality. To explore this matter, I conduct a systematic literature review focused on arts-based methods, management education, and meta-level learning. I find that the unique contribution of arts-based methods is to foreground the process of making and expressing more refined perceptual distinctions, not to get accurate data, but as integral to our thinking/learning. This finding is important, because it imply that certain (commonly applied) ways of using arts-based methods may limit their potential. Finally, I suggest that future research regarding arts-based methods should focus on exploring the impact the process of learning to make and express more refined perceptual distinctions may have on managerial practice to further understand the relevance of these methods to managers.

Aware, as generally conceived in Japanese aesthetics, refers to the felt content within a particular work of art that drives the aesthetic value of that work. In this thesis presents a theory of art that places aware as central to the aesthetic experience in the Japanese as derived from Shinto and Buddhist ontology, as well as the aesthetic theories of Motoori Norinaga. This theory is then contrasted with the aesthetic theory of Susanne K. Langer as presented in Philosophy in a New Key, Feeling and Form, and Problems of Art, to provide a full explication of what it means to have an aesthetic experience or create art in the Japanese context.

After the first chapter which summarizes the basic biographical facts about the pianist Miroslav Langer including his musical roots and his artistic development follows the chapter about the most significant features of his playing and hs attitude toward the creative artificial activity and his important concerts including its programs. The last chapter turns toward his pedagogical activity and describes the principals of Miroslav Langers teaching and hs relationschip with his students.

In modern society the mere reading of a text is not enough, instead human strive for literacy, a deeper understanding of the text and a capacity to think individually. This ability is studied through reading habits and is said to be developed through working with literature. Since not all youths enjoy reading as a fun hobby, this essay will focus on an alternative which could function as a method to develop literacy. This essay will examine the literacy potential of role-playing games.      Role-playing games have been around for many years and there are several different methods of using them for education. The question is if role-plays that are not specifically educational could be useful too. Through a text analysis based on scientifically published texts studying different kinds of role-play and games this essay is meant to look into the scientific view of role-playing and what potential they hold to develop literacy.      The empirical material will be analysed through two different theories. The first one is Erving Goffman’s theatrical metaphor, which allows one to scrutinize human’s need to play various roles. This will be used principally to analyse the scientists’ roles when they write about role-play. The second one is Judith Langer’s theories about envisioning literature and the four stances in the process of building an envisionment.      Through this analysis it can be seen that scientists do work with this kind of role-play. There are various ways in which role-play can be used to develop literacy, but the subject is still in need of more research to establish the potential for literacy from role-playing games other than videogames.

Uranium mining and nuclear power is a controversial topic as of late, especially in light of the recent Fukushima event. Although the actual use of nuclear fuel has minimal environmental impact, its issues come at the very beginning and end of the fuel’s life cycle in both the mining and fuel disposal process. This paper focuses on a life cycle analysis (LCA) of uranium mine in the desert nation of Namibia in Southern Africa. The goal of this LCA is to evaluate the environmental effects of uranium mining. The LCA focuses on water and energy embodiment such that they can then be compared to other mines. The functional unit of the analysis is 1kg of yellowcake (uranium oxide). The processes considered include mining and milling at Langer Heinrich Uranium (LHU). The impact categories evaluated include the categories in ReCiPe assessment method with a focus of water depletion, and cumulative energy demand. It was found that the major environmental impacts are marine ecotoxicity, human toxicity, freshwater eutrophication, and freshwater ecotoxicity. These mainly came from electricity consumption in the mining and milling process, especially electricity generated from hard coal. Milling tailings was also a contributor, especially for marine ecotoxicity and human toxicity. The other electricity generation types, including nuclear, hydro, natural gas, and diesel contribute to marine exotoxicity and human toxicity as well. Hydro-electricity, tailings form milling, sodium carbonate, and nuclear electricity also cause freshwater eutrophication at the LHU mine. The major contributor of the water depletion was hard coal generated electricity consumption as well. Tailings also led to a level of water depletion that was significant but much smaller than that of the coal-based electricity. In terms of energy, weighting portrayed the main energy used to be nuclear power, in terms of MJ equivalents. Nuclear power was then followed by fossil fuels and finally hydropower. Most of the energy used was for the uranium mining process rather than the milling process. As expected, the direct water, and energy values, 0.5459 m3 and 97.34 kWh per kg of yellowcake, were much lower than the LCA embodiment values of 282.67 m3 and 76,479 kWh per kg of yellowcake. When compared to other mines, the water use at LHU was found to be much lower while the energy use was found to be much higher.

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The purpose of this paper is to examine the literature didactic approach in two learning materials for the upper secondary school. The empirical material includes two books: Svenska impulser 3 and Svenska 3 helt enkelt. Theories about teaching literature, and systematic text condensation are used for the analysis. In the learning materials literature is emphasized and plays an important role.The results indicate that the main function of literature didactics is to teach students to analyze literature, but also to create a curiosity and interest in literature, to develop students' knowledge of literature and to present a variety of literary works. Furthermore, students are expected to adopt an objective perspective while working with the chapters of literature. This result is indicating that teachers who use these learning materials also need to add more aesthetic reading into the literature lessons. The books also mediate that literary understanding largely is a social process.