Trata-se, nesta dissertação, da análise do conceito de gramática, tal como Wittgenstein o usa no período de escrita das Investigações Filosóficas. Nesse sentido, mostra-se que ele não julga que a gramática seja essencial para a instituição de uma linguagem. Um corolário disso é que aquilo que Wittgenstein chamou, de modo bastante geral, de regras gramaticais tampouco o são. Veremos que esta posição é o resultado de uma virada importante no pensamento de Wittgenstein, a partir da qual os conceitos de forma de vida e prática, bem como o papel da experiência, em geral, assumem posição fundamental em sua apresentação do que seja a linguagem. Com efeito, é partir destes conceitos que poderemos apresentar com alguma perspicuidade as fontes da normatividade da linguagem, em geral, e da gramática, em especial. / The central topic of this dissertation is the analysis of the concept of grammar, as Wittgenstein uses it in the period of composition of the Philosophical Investigations. In this sense, we will show that he does not think that a grammar is an essential condition for the establishment of a language. A corollary of this latter point is that what Wittgenstein called, quite generally, rules of grammar does not constitute such a condition either. We will see that this position is the result of a major turning point in Wittgensteins thought, from which the concepts of form of life and practice, as well as the role of experience, in general, assume a key position in his presentation of what language is. Taking this concepts as point of departure, we intend to present with some perspicuity some sources of the normativity of language, in general, and of grammar, in particular.

No description available.

<p><!--StartFragment--></p><p class="MsoNormal"><span lang="EN-GB">My thesis deals with the novel </span><em><span>Ladies</span></em><em><span lang="EN-GB">,</span></em><span lang="EN-GB"> written in 2007 by the Swedish author Mara Lee. When published, it was received as a book belonging to the chick lit genre but still got good reviews. This combination is really unusual and awoke my interest in the novel. My thesis is therefore an analysis whether </span><em><span lang="EN-GB">Ladies</span></em><span lang="EN-GB"> can be considered a chick lit novel or not, and in what way it is similar to or differs from the genre.</span></p><p class="MsoNormal"><span lang="EN-GB"> </span></p><p class="MsoNormal"><span lang="EN-GB">I start my thesis with an overview of former research of chick lit and what earlier was called trivial literature. Here Lisbeth Larsson’s <em>En annan historia</em>, </span><em><span lang="EN-GB"><span>[</span></span></em><em><span lang="EN-GB">Another Story</span></em><em><span lang="EN-GB"><span>]</span></span></em><em><span lang="EN-GB">,</span></em><span lang="EN-GB"> Janice Radway’s <em>Reading the Romance</em> and Suzanne Ferriss’ and Mallory Young’s anthology <em>Chick Lit The New Woman’s Fiction</em> were necessary to understand the background of the genre.</span></p><p class="MsoNormal"><span lang="EN-GB">After the research overview I continue with a narratological analysis, using the concepts of Maria Nikolajeva’s <em>Barnbokens byggklossar </em></span><em><span lang="EN-GB"><span>[</span></span></em><em><span lang="EN-GB">The Bricks of the Children Book</span></em><em><span lang="EN-GB"><span>]</span></span></em><span lang="EN-GB"> to look at the structure of a chick lit story. After finishing my chick lit genre analysis I try to complete my own definition of the genre.</span></p><p class="MsoNormal"><span lang="EN-GB">I find the themes love, sexuality and body focus in </span><em><span lang="EN-GB">Ladies</span></em><span lang="EN-GB"> especially interesting and therefore choose to look closer into how these areas are represented in the book. By using Judith Butler’s concepts the heterosexual matrix, the represented gender and Tiina Rosenberg’s hetero normativity I analyse the representation of the themes. </span></p><p class="MsoNormal"><span lang="EN-GB"> </span></p><p class="MsoNormal"><span lang="EN-GB">In the final discussion I compare my different analyses and my conclusion shows that </span><em><span lang="EN-GB">Ladies</span></em><span lang="EN-GB"> can’t be considered belonging to the chick lit genre. The biggest difference lies in how love and sexuality are represented in the book compared to chick lit novels. Whereas chick lit in many cases confirms gender stereotypes and conservative norms, </span><em><span lang="EN-GB">Ladies</span></em><span lang="EN-GB"> actually, according to my analysis, questions them.</span></p><p class="MsoNormal"><span lang="EN-GB"> </span></p><p class="MsoNormal"><span lang="EN-GB">In the end I am finally doing a short reflection about the novel and the author using Pierre Bourdieus concepts about symbolic resources and ”habitus”. </span></p><p class="MsoNormal"><span lang="EN-GB"> </span></p><!--EndFragment--><p> </p>

<!--StartFragment--> <p class="MsoNormal"><span lang="EN-GB">My thesis deals with the novel </span><span>Ladies</span><span lang="EN-GB">,</span><span lang="EN-GB"> written in 2007 by the Swedish author Mara Lee. When published, it was received as a book belonging to the chick lit genre but still got good reviews. This combination is really unusual and awoke my interest in the novel. My thesis is therefore an analysis whether </span><span lang="EN-GB">Ladies</span><span lang="EN-GB"> can be considered a chick lit novel or not, and in what way it is similar to or differs from the genre.</span> <p class="MsoNormal"><span lang="EN-GB"> </span> <p class="MsoNormal"><span lang="EN-GB">I start my thesis with an overview of former research of chick lit and what earlier was called trivial literature. Here Lisbeth Larsson’s En annan historia, </span><span lang="EN-GB"><span>[</span></span><span lang="EN-GB">Another Story</span><span lang="EN-GB"><span>]</span></span><span lang="EN-GB">,</span><span lang="EN-GB"> Janice Radway’s Reading the Romance and Suzanne Ferriss’ and Mallory Young’s anthology Chick Lit The New Woman’s Fiction were necessary to understand the background of the genre.</span> <p class="MsoNormal"><span lang="EN-GB">After the research overview I continue with a narratological analysis, using the concepts of Maria Nikolajeva’s Barnbokens byggklossar </span><span lang="EN-GB"><span>[</span></span><span lang="EN-GB">The Bricks of the Children Book</span><span lang="EN-GB"><span>]</span></span><span lang="EN-GB"> to look at the structure of a chick lit story. After finishing my chick lit genre analysis I try to complete my own definition of the genre.</span> <p class="MsoNormal"><span lang="EN-GB">I find the themes love, sexuality and body focus in </span><span lang="EN-GB">Ladies</span><span lang="EN-GB"> especially interesting and therefore choose to look closer into how these areas are represented in the book. By using Judith Butler’s concepts the heterosexual matrix, the represented gender and Tiina Rosenberg’s hetero normativity I analyse the representation of the themes. </span> <p class="MsoNormal"><span lang="EN-GB"> </span> <p class="MsoNormal"><span lang="EN-GB">In the final discussion I compare my different analyses and my conclusion shows that </span><span lang="EN-GB">Ladies</span><span lang="EN-GB"> can’t be considered belonging to the chick lit genre. The biggest difference lies in how love and sexuality are represented in the book compared to chick lit novels. Whereas chick lit in many cases confirms gender stereotypes and conservative norms, </span><span lang="EN-GB">Ladies</span><span lang="EN-GB"> actually, according to my analysis, questions them.</span> <p class="MsoNormal"><span lang="EN-GB"> </span> <p class="MsoNormal"><span lang="EN-GB">In the end I am finally doing a short reflection about the novel and the author using Pierre Bourdieus concepts about symbolic resources and ”habitus”. </span> <p class="MsoNormal"><span lang="EN-GB"> </span> <!--EndFragment-->

Normal children acquire the necessary social habits without being consciously aware of this, they learn instinctively. (Author’s translation from Swedish to English) (Asperger &amp; Frith, 1998, s. 21)   This essay is about people who do not learn to socialize, the social habits, instinctively but through conscious learning. We have interviewed three adults with the diagnosis of Asperger syndrome with the aim to let them tell us about what it means to have a neuropsychiatric disability. We will briefly describe how the Asperger syndrome is described in the literature and what facilities are offered within the Swedish health care system. A diagnosis refer to a deviation from what is assumed to be the normal, therefore we will put forward theories concerning the norm of normality and normativity. We have tried through a theoretical discussion to deepen our understanding of identity formation and found the following arguments are reliable individual identity is shaped by three sub-aspects of identity; the identity of biological, psychological identity and social identity. Based on these theoretical arguments, a reasoning regarding how this affects what people with Asperger syndrome will and can tell us about when they talk about how they perceive their life before and after they have been diagnosed. Our intention is to critically discuss how identity formation is affected and how normality are handled and experienced by a group people with this diagnosis. / Normala barn tillägnar sig nödvändiga sociala vanor utan att vara medvetet uppmärksamma på detta, de lär sig instinktivt. (Asperger &amp; Frith, 1998, s. 21) Denna uppsats handlar om människor som inte lär sig sociala vanor instinktivt utan att säger sig att göra det genom medveten intellektuell inlärning. I den här uppsatsen har vi intervjuat tre vuxna med diagnosen Asperger syndrom för att kunna belysa vad det kan innebära att ha en neuropsykiatrisk funktionsnedsättning. Vi kommer kortfattat att beskriva hur Asperger syndrom beskrivs i litteraturen och vilka hjälpmedel som erbjuds inom svensk sjukvård. En diagnos refererar till en avvikelse från vad som antas vara normalt och därför kommer vi att resonera kring det normala och normativitet. Varje individ skapar sig en identitet och i den här studien har vi utgått från förklaringar baserade på tre delaspekter; biologisk, psykologisk och social identitet. Vi har också sökt teoretiska resonemang för att fördjupa förståelsen kring identitetskapande. Med utgångspunkt i dessa teoretiska resonemang har vi resonerat kring hur detta kan påverka vad människor med Asperger syndrom berättar om när de talar om hur de upplever sitt liv före och efter att de har fått diagnosen. Vår avsikt är att kritiskt resonera kring hur identitetskapande påverkas och hur normalitet kan hanteras och upplevas av några människor med denna diagnos.  Studien har resulterat i ett resonemang kring hur diagnosen kan förstås dels som en förutsättning för att få de hjälpmedel dessa människor behöver för att leva ett normalt liv, dels vad just normalitet innebär och hur detta kan förstås påverka dessa människor utifrån de tre normativa aspekterna för identitetskapande. Vi menar att det är viktigt att kritiskt förhålla sig till vad som betraktas som normalt. Vidare att det behövs en förståelse för vad denna normalitet innebär och upplevs som av människor som avviker eller inte uppfyller de normativa kraven i det samhälle som de lever i.

In recent years, a sense of community has declined throughout the United States. Common Point Community Church has responded to this trend by prioritizing "community" as an organizational metaphor. The present study explores how this metaphor is co-constructed through the communication practices of current organizational leaders and members. I begin this process, first, by positioning the study within existing literature on institutional theory, institutional legitimacy, community, community of practice, social construction of race, sensemaking, organizational metaphor, tension-centered approach, and dialectic theory. Building upon more than three years of ethnographic field work, I then outline the study's context and methodology. Next, I discuss (a) specific ways in which "community" is understood by the organization's racially diverse leaders and members, (b) potential limitations that result from this metaphor, and (c) ways in which dialectical tensions are managed in order to maintain the organizational metaphor of community. I then offer three theoretical implications - collectively referred to as the diversity paradox - as well as three practical implications: (a) Common Point "Voices," (b) Congregational Videos, and (c) Creative Arts Team. I conclude by reflecting on the research process itself.

No description available.

No description available.

The aim of this master’s thesis is to examine the definition of ”accessibility” in regulatory documents for libraries and to study the actual accessibility at Malmö main public library through surveys and a group interview. The study is based on theoretical perspectives like postmodernism, disability studies, queer- and crip theory. The method for this master’s thesis is to study regulatory documents for libraries and to compare the goals in them with results from paper- and webbased surveys and a group interview with five participants. They study the accessibility at Malmö main public library from their point of view. The study shows that the library’s main focus today lies on physical accessibility, whereas results show that this focus needs to be widened to include psychological, cognitive, and sensory accessibility. This could improve accessibility not only for people with disabilities but for all library users. The study also shows that the library environment and services are formed according to a narrowing ableist norm that makes the library accessible for only a minority of library users. The goals set in regulatory documents and the actual accessibility at Malmö main public library are found to differ widely. A lot of measures have to be undertaken to guarantee fundamental rights for people with disabilities and to make the library “accessible for all”, as it says in the Swedish library law. This study is a two years master’s thesis in Library and Information Science.

Thomas Hobbes está preocupado com as consequências do desacordo moral que, segundo ele, impedem as sociedades de viverem em paz, a qual é condição necessária para a garantia uma vida confortável a todos. Para apresentar uma solução a esse problema, o autor começa estudando a condição natural dos humanos, que, sem um poder soberano, vivem em condição de guerra. Depois de alcançar essa conclusão, Hobbes nos mostra como é possível constituir corretamente uma república. Apesar de apresentar o argumento do estado de natureza como sendo o ponto de partida para a instituição da soberania, ele está focado principalmente no seu significado para a estabilidade da república. Hobbes afirma, assim, estar consciente de que as pessoas sempre desejam viver juntas e de que elas têm vivido assim desde sempre. Seu principal interesse está, na verdade, em demonstrar como as pessoas podem viver juntas em paz ao longo do tempo. Hobbes mostra aos seus leitores que a paz só é possível quando os cidadãos conhecem as leis de natureza e estão corretamente motivados a segui-las. Essa tese tem dois objetivos principais: (i) discutir como Hobbes desenvolve sua teoria moral, e como ele conecta essa teoria à lei civil, e (ii) debater sua teoria sobre a natureza humana e a possibilidade de ensinar os cidadãos sobre a necessidade de obedecer ao soberano. Os principais tópicos discutidos e as contribuições que essa tese pode proporcionar estão relacionados à questão da normatividade das leis de natureza e ao impacto que ela pode ter no restante da teoria política de Hobbes, com particular destaque à relação, em uma república, entre moralidade e educação, pois a segunda motiva os cidadãos a seguirem a primeira. / Thomas Hobbes is concerned with the consequences of moral disagreement as, according to him, they prevent societies from living in peace, which is a necessary condition to guarantee a comfortable life to everyone. In order to present a solution to this problem, Hobbes starts studying the natural condition of humans, who, in the absence of a sovereign power, live in a state of war. After reaching this conclusion, Hobbes shows us how it is possible to correctly institute a commonwealth. Despite presenting the argument concerning the state of nature as a starting point to the institution of the sovereignty, he is focused mainly on the state of nature’s meaning to the stability of the commonwealth. Hobbes hence asserts that he is aware that people always desire to live together and have always lived like that. His main interest is actually to demonstrate how people can live together in peace over time. Hobbes shows his readers that peace is only possible when citizens know the laws of nature and are correctly motivated to follow them. This paper has two main aims (i) to discuss how Hobbes advances his moral theory and how he connects it to the civil law, and (ii) to reflect his theory about human nature and the possibility of teaching citizens about the need of obeying the sovereign. The main topics discussed and the contributions this paper may make concern the normativity of the laws of nature and the impact it may have on the rest of Hobbes’s political theory, with particular emphasis on the relation, in a commonwealth, between morality and education, as the latter motivates citizens to follow the former.