The assignment was to create a Community Center in Gnesta which would include auditoriums, library, hostel, restaurant, offices for the municipality and a room for wedding-cermonies. The site is centrally located next to trainstation, main streets, Gnesta square and is part of a new quarter planned for housing. / Uppgiften var att rita ett Medborgarhus i Gnesta med tre hörsalar, bibliotek, vandrarhem, restaurang, kontor och vigselrum. Tomten är centralt belägen intill stationshus, huvudstråk och torgplats samt är en del av ett tilltänkt bostadskvarter.

<p> </p><p>The purpose of this essay was to show the pupils as presenters from their own and their teachers’ perspective. This was done regarding presentations by studying and comparing the applicability of the two structuralist theories media ecology theory and structural semiotic theory. The theories were used as model bases, aimed to correspond to opinions and experiences of Swedish upper secondary school pupils. Through a didactic approach, I intended to find out how pupils’ relations to presentations differ depending on how they regard them. Focus was on if they thought of presentations as comprehensive experiences or found similar elements in mediated and unmediated presentation contexts. An empirical field study was accomplished through qualitative interviews with pupils and teachers. The word “presentation” was treated as a discourse since data showed that respondents included diverse meanings and functions in the word. The analysis was based on the qualitatively collected empirical data that were applied on my models. Constructionism functioned as theoretical framework. My study indicated that the discourse presentation needs to be investigated further. </p><p> </p>

The purpose of this essay was to show the pupils as presenters from their own and their teachers’ perspective. This was done regarding presentations by studying and comparing the applicability of the two structuralist theories media ecology theory and structural semiotic theory. The theories were used as model bases, aimed to correspond to opinions and experiences of Swedish upper secondary school pupils. Through a didactic approach, I intended to find out how pupils’ relations to presentations differ depending on how they regard them. Focus was on if they thought of presentations as comprehensive experiences or found similar elements in mediated and unmediated presentation contexts. An empirical field study was accomplished through qualitative interviews with pupils and teachers. The word “presentation” was treated as a discourse since data showed that respondents included diverse meanings and functions in the word. The analysis was based on the qualitatively collected empirical data that were applied on my models. Constructionism functioned as theoretical framework. My study indicated that the discourse presentation needs to be investigated further.