<p>The aim of the thesis is to identify and investigate central themes in two video artworks, Poliisi and Pink Ball, by Swedish artist Annika Larsson. Moreover it is an investigation of the configurations of violence, and an enquiring whether these works have a social-minded intention.</p><p>Elements in scenery, framing and narration are analysed with the term “crystalline regime” (régim cristallin), described by French philosopher Gilles Deleuze, which defines the artificial as opposed to the purely representational. Processes within the narrations of the two works are analysed as rituals, which leads to an investigation of an internal sign-system and to the question whether the rituals in these works have a function. Theory by French philosopher Georges Bataille is used to analyse the ritual with no external purpose, which aims at an intense experience of life. Bataille’s concept “intensity” is used to describe violent as much as erotic themes in the narration as well as in the way the characters are presented, regarding music, camera-angles, etc. Furthermore, the thesis refutes interpretations in which Annika Larssons works are viewed as comments on political matters, such as gender-issues.</p>

The aim of the thesis is to identify and investigate central themes in two video artworks, Poliisi and Pink Ball, by Swedish artist Annika Larsson. Moreover it is an investigation of the configurations of violence, and an enquiring whether these works have a social-minded intention. Elements in scenery, framing and narration are analysed with the term “crystalline regime” (régim cristallin), described by French philosopher Gilles Deleuze, which defines the artificial as opposed to the purely representational. Processes within the narrations of the two works are analysed as rituals, which leads to an investigation of an internal sign-system and to the question whether the rituals in these works have a function. Theory by French philosopher Georges Bataille is used to analyse the ritual with no external purpose, which aims at an intense experience of life. Bataille’s concept “intensity” is used to describe violent as much as erotic themes in the narration as well as in the way the characters are presented, regarding music, camera-angles, etc. Furthermore, the thesis refutes interpretations in which Annika Larssons works are viewed as comments on political matters, such as gender-issues.

The practical thesis is based on a visual experimental poetry and its sign system. I am working with own sign system which was inspired by organized fence's structures. These structures were depicted by typographical signs which creates a new graphical compositions. Whole work is organized into three separated author's books. Their interconnection is emphasized by putting into a common case. The first book entitled Poetry of structure – Inspiration establishes contact with readers by means of photographs of spaces and fence's structures. The second book entitled Poetry of structure – Manual is an interlink of the work which informs readers both with the fence's structures and with the typographical compositions. Confrontation of the fence's photographs with the typographical compositions developed an advancement of the reality transformation to the abstract structure. The third book entitled Poetry of structure is the integral poetic anthology. The book presents both the blind blocking of typographical compositions themselves and the final experimental poems based on them.

The aim of this thesis is to comprehensively describe and evaluate the linguistic work of the German grammarian and teacher Max Wilhelm Götzinger (1799–1856). Götzinger‘s work has been little considered in linguistics and historiography of linguistics apart from some articles mainly on his grammatical theory. The first editions of Anfangsgründe (1825) and Die Deutsche Sprachlehre für Schulen (1827), which up to now have been considered to be lost, could be retrieved and used for this study. Aspects of Götzinger‘s didactics and grammar can still today be re-garded as modern. In many respects his didactic ideas were opposed to the methods of teaching inspired by rationalist grammar and prevailing in the schools of his time. His own method is inductive and the aim of teach-ing was mainly to make pupils familiar with the structure of the German language. Götzinger‘s grammatical system was inspired by his experience as a teacher. The logical judgement and the subject-predicate concepts were replaced by a verb centred concept of syntax and Götzinger‘s system of word classes began with the verb instead of the noun. He did not regard correct thinking, which was the main purpose of rationalist grammar, but communication as the basic aim of the teaching of grammar. His notion of the verb as the centre of the clause has basic features in common with modern dependency theories introduced by Lucien Tesnière. Götzinger performed pioneering work in the field of dialectology and he is understood be the first to include a comprehensive description of the dialects of the German speaking countries Even if there also are good reasons to criticise many aspects of his work, e.g. indistinct terminology, inconsistency in sticking to his theory, and subjectivity in the description of the dialects, Götzinger‘s achieve-ment as to the state of the art of his time and also with regard to modern linguistics must be considered remarkable.

The diploma thesis focuses on the study of the specific position of the discourses of humor in song lyrics of Czech folk music. In the introductory part, conceptual and methodological frameworks are defined for individual phenomena, which in the following part, through comprehensive perception provide their basis for narrative and literary research. In the final part of the diploma thesis this research is focused on selected practical examples of humorous narrative in the folk song, which will provide a contribution to the issue of ideal-typical concept of Czech national character.

Denna studie handlar om hur alla barn kan få möjlighet att göras delaktiga i förskolans verksamhet via olika kommunikationsformer. I studien undersöks vilka arbetssätt och tecken som förskollärare använder i tydliggörandet av barns kommunikation. Syftet är att bidra med kunskap om pedagogiska arbetssätt som kan bli tydliggörande för barns kommunikation i förskolan. Empirin har samlats in genom en kvalitativ metod, med semistrukturerade intervjuer där sex förskollärare från fem olika förskolor medverkade. Resultatet har sedan analyserats utifrån ett multimodalt och designorienterat perspektiv. I resultatet framkommer det att förskollärare använder sig utav arbetssättet tydliggörande pedagogik, med tecken som det verbala språket, TAKK, bilder och digitala verktyg i tydliggörandet av barns kommunikation.