The goal of this paper is to explore a visuality of sweetness. It is social construct with a sentimental meaning and it is used by marketing communication. We suppose that our phenomena is not build up on connotation such as a taste of sensation how it could be asssumed. It is build by a sentimental meaning. For a verification we establish conditions which have to be proved by a representation to be labeled as the visuality of sweetness. The selected phenomena is close to Barthes's theory of myth as a secondary semiotic system. That is the reason why we need to address this dilemma. The background of an origin of the sweetness visualitation could help us understand Hackley's critical view on prism of social constructivism. Both theories could not be complete in a measure of marketing communication and a whole concept of sweetness visualisation is completed in Kress's multimodality theory. The part of the paper is empirical semiotic material which helps us to demonstrate a scale of a use of sweetness visualisation from a binary oppossition to a complete use of visual sweetness in marketing communication.

The master's thesis deals with disinformation websites' migration crisis framing regarding the Czech Republic. The thesis is based on the theory of social constructivism, which considers a speech act to be a crucial factor of securitization. The author proceeds mainly from the work of Thierry Balzacq, who reckons media to be the main securitization actors. The theoretical base of this thesis is supplemented by the theory of moral panic, which comes into being due to impact of securitization of particular person/group/institution. The thesis researches the way how migration crisis was securitized from 2015 to 2016. Therefore content analysis and discourse analysis are used. The articles, which are subjected to the research were published by Parlamentni listy, Sputnik and Aeronet. Articles were subjected to content analysis so as the author was able to find out which keywords emerged most frequently. Particular phrases were linked to specific themes, which consisted of "Security", "Criticism of government" and "National identity". After the quantitative analysis, the articles were subjected to qualitative analysis based on James Paul Gee's method, which allows the author to understand the used discourse and the context, within which the discourse emerged. Particular articles are then researched...

Av styrdokument framkommer det att eleverna ska ges möjligheter att fysiskt eller virtuellt arbeta med en konstruktion där något som kan programmeras ingår som en del i arbetet. Tidigare forskning lyfter fram elevers motivation som en väsentlig komponent i lärandeprocessen, där motivation som kommer inifrån prefereras. Således ansågs en jämförande undersökning befogad för att synliggöra hur virtuella konstruktioner och fysiska konstruktioner inverkar på elevers inre motivation. Studiens har sin teoretiska utgångspunkt i socialkonstruktivismen och  självbestämmandeteorin. För att mäta elevernas motivation genomfördes en kvantitativ enkätundersökning. Totalt medverkade 38 elever i undersökningen, varav 18 elever programmerade en fysisk konstruktion och 20 elever programmerade en virtuell konstruktion. Efter programmeringsuppgiften besvarade deltagarna en enkät med påståenden kopplade till intresse & glädje, användbarhet & värde, upplevd kompetens och press & spändhet som är vedertagna indikatorer för inre motivation. Resultatet visade att både den virtuella konstruktionen och den fysiska konstruktionen gav upphov till högt till medelhögt intresse & glädje, medelhög användbarhet & värde och upplevd kompetens samt medellåg nivå av press & spändhet. Av eleverna som arbetade med den virtuella konstruktionen ansåg 85% vilja lära sig mer om programmering. Motsvarande siffra för den fysiska konstruktionen var 89%. Ovanstående resultat tyder på att både virtuella och fysiska programmeringsaktiviteter ger upphov till goda förutsättningar för lärande ur ett motivationsteoretiskt perspektiv. Några generaliserbara slutsatser i motivationsnivå mellan de två respondentgrupperna går inte att se eftersom resultatet saknar tillräcklig statistisk signifikans. Således anses vidare forskning inom området befogat för att vidare klarlägga virtuella och fysiska konstruktioners inverkan på elevmotivation. / The Swedish curriculum states that the students must be given opportunities to work physically or virtually with a construction where something programmable is included. Previous research highlights students' motivation as an essential component in the learning process, where motivation from within is preferred. Thus, a comparative study was justified to examine how virtual constructions and physical constructions affect students' intrinsic motivation. The theoretical framework of the study was social constructivism and self-determination theory. A quantitative survey was conducted to measure students' motivation. A total of 38 students participated in the survey, of which 18 students programmed a physical construction and 20 students programmed a virtual construction. After the programming task, the participants answered a questionnaire with statements linked to interest & enjoyment, usefulness & value, perceived competence, and pressure & tension which are accepted indicators of intrinsic motivation. The results showed that both the virtual construction and the physical construction gave rise to high to medium-high interest & joy, medium usefulness & value and perceived competence as well as medium level of pressure & tension. 85% of the participants in the virtual construction wanted to continue learning in the field of programming. The corresponding figure of the physical construction was 89%. The above results suggest that both virtual and physical programming activities give rise to good conditions for learning from a motivation theoretic standpoint. Any generalizable differences in motivation level between the two constructions could not be seen because of the insufficient statistic significance. Thus, further research in the field is justified to further clarify the impact of virtual and physical constructions on student motivation.

Part of creating relationships in a new context includes trying to understand the sexual scripts in a given discourse. Because creating sexual relationships is a part of sexual health it is, therefore, important to explore how sexual relationships are a part of the sex education curriculum for unaccompanied children and young adults. Through a critical discourse analysis the authors conclude that RFSU’s sex education curriculum includes a specific construct of the concept ‘sexual relationship’ that reveals what RFSU sees as the needs of unaccompanied children and young adults. Sexual relationships are constructed in the sex education curriculum in line with four themes: norm criticism, mutuality/consent/respect, sexual rights, and risk-emphasized education. These themes illuminate the needs that are considered when educating unaccompanied children and young adults. Additionally, the study shows that in the sex education curriculum; The creation of relationships in new contexts is not prioritized. This study also highlights how practical information about sexual scripts, may paradoxically, conflict with the anti-discriminatory and inclusive aim of RFSU’s sex education. However, the authors also conclude that the absence of concrete examples about sexual scripts in the curriculum, might prevent participants from gaining useful tools navigating their sexual relationships.

The European Union (EU) is the world’s leading development donor, playing a pivotal role in shaping development norms. This paper aims to investigate the extent to which the EU has been effective in its external aid actorness towards global poverty eradication during the post-Cotonou negotiation period (2000-2020). The theoretical framework of Sjöstedt’s (1977) Actorness Theory  is constructed upon the premises of Social Constructivism. To operationalize “actorness”, Brattberg and Rhinard’s (2012) criteria of context, coherence, consistency, and  capability are utilized. The research triangulates the methods of Discourse Historical Analysis and Thematic Content Analysis to assess the EU’s nom-setting policy discourse. The analysis suggests that the Union scores highly in the context and capability criteria, as it is recognized as a legitimate development actor and possesses mechanisms to reach aid agreements, while lacks  coherence  and  consistency  due to inadequate policy implementation and commitment to McKee et al.’s (2020) Aid Quality Index. The thesis concludes that the EU’s aid effectiveness has decreased due to its actorness being increasingly linked to foreign policy considerations in response to emerging challenges in development cooperation. The research underlines the significance of analysing the empirical linkage between EU’s actorness and effectiveness for the field of International Relations.

Denna kvalitativa studie genomfördes med syftet att bidra till lärares didaktiska resonemang och planering kring återkoppling inom matematik. Återkoppling inom matematik kan exempelvis vara när en lärare rekommenderar strategier eller förtydligar för eleven vad hen kan och vad nästa mål är (Hattie & Timperley, 2007). I studien undersöks återkoppling utifrån ett socialkonstruktivistiskt perspektiv, vilket innebär en kunskapssyn som antar att individer lär sig och uppfattar olika saker baserat på tidigare erfarenheter (Patel & Davidson, 2019; Säljö, 2015). Detta teoretiska ramverk möjliggjorde synliggörandet av hur återkopplingsinnehåll kan uppfattas utifrån olika perspektiv: lärarens didaktiska resonemang, det praktiska utförandet och elevernas upplevelse. I studien synliggörs också vilket återkopplingsinnehåll som kan identifieras i ett matematikklassrum för årskurs två. Observationer och intervjuer av lärare och elever på en grundskola i Norrbotten antyder på att lärarens resonemang inte alltid stämmer överens med vad som praktiskt sker i klassrummet och hur eleverna uppfattar återkopplingen. Däremot finns det många fall då uppfattningen ur de olika perspektiven stämmer överens. Visst återkopplingsinnehåll verkar förekomma oftare än annat, och frekvensen i vilket innehåll som förekommer stämmer inte helt överens med tidigare forskning som delvis visar på att återkopplingsinnehåll relaterat till vart elever befinner sig just nu verkar vara vanligast förekommande (Brooks et al., 2019a). / This qualitative study was carried out with the aim of contributing to teachers’ didactic reasoning and planning regarding feedback in mathematics. Examples of feedback in mathematics can be when the teacher recommends strategies or clarifies where the pupil is compared to a learning goal (Hattie & Timperley, 2007). The study examines feedback with a social constructivist theoretical view of knowledge, which assumes that individuals learn and perceive the world in different ways based on previous experiences (Patel & Davidson, 2019; Säljö, 2015). This theoretical perspective allowed the study to research how feedback can be perceived from different perspectives: the teacher’s didactic reasoning, the practical execution, and the students’ experience. The study also highlights which content of feedback can be identified in a year two classroom. Observations and interviews of teachers and students at a primary school in northern Sweden suggests that the teacher’s reasoning does not always agree with what happens in the classroom and how the students perceive the feedback. However, there are also cases where the different perspectives do perceive the feedback in the same way. Some feedback content seems to occur more often than others, and the frequency that the different contents of feedback are used does not fully agree with previous research. Brooks et al. (2019a) suggests that feedback regarding where the students are right now in their process is the most common in their study, that was not the case in the current study.

Syftet med denna studie har varit att belysa föreställningen om höga hus i den samtidaarkitektur- och stadsplanediskursen i svensk media. Genom att konkretisera vilka idéer ochvärdering som kommer till uttryck har vi även synliggjort vilka ståndpunkter som ställerdebattörer för eller mot fenomenet. Diskursanalys har använts som teori och metod med enutgångspunkt i socialkonstruktivismen, där diskurser genom visuell och verbal retorik betraktaskonstruera den sociala verkligheten. För detta arbete har 23 utvalda artiklar från dagspress ochfackpress utgjort det empiriska materialet. Resultatet visar på tre parallella diskurser som gåratt urskilja i utsagorna, vilka är Maktposition, Arkitektonisk kvalitet och Staden förändras.Slutsatserna visar på att kritik mot höghusdebatten kan kopplas till tankar om rationellplanering och avsmak mot 1960-talets funktionalistiska planeringsideal. Slutsatserna visaräven på att samtida diskurser blir en riktlinje för vad som bör prioriteras ur ett planerings- ochutvecklingssammanhang. Media har ett stort inflytande över vilka diskurser somuppmärksammas, och följaktligen vilka sakfrågor som är framträdande i samhällsutvecklingen. / The purpose of this study has been to shed light on the notion of tall buildings in thecontemporary architecture and urban planning discourse in the Swedish media. By concretizingwhich ideas and values are expressed, we have also made visible which viewpoints that positiondebaters for or against the phenomenon. Discourse analysis has been used as a theory andmethod based on social constructivism, where discourses through visual and verbal rhetoric areconsidered to construct social reality. For this study, 23 selected articles from the daily pressand the scientific press constituted the empirical material. The results show three paralleldiscourses that can be distinguished in the statements, which are Position of Power,Architectural quality and The city is changing. The conclusions show that criticism of the highrise debate can be linked to ideas about rational planning and distaste for the functionalistplanning ideal of the 1960s. The conclusions also show that contemporary discourses becomea guideline for what should be prioritized from a planning and development context. The mediahas a great deal of influence over which discourses are noticed, and consequently which issuesare prominent in the development of society.

Diploma thesis "NATO in the fight against terrorism and the formation of collective identity" deals with the impact of the threat of international terrorism on collective identity of the North Atlantic Treaty Organization. The September 11th terrorist attacks on the US soil constitute a milestone in the history of NATO. The article 5 of Washington treaty was invocated for the first time. The main argument of the thesis states that, despite disagreements among allies about the role of the Alliance in the fight against terrorism after the September 11th , NATO was capable of reinforcing its collective identity and reformulating its purpose. The main goal of the thesis is to define a relationship between the perception of the threat of terrorism within NATO and collective identity of NATO, on the basis of arguments of social constructivism and with constructivist methodology. Discourse analysis of key NATO documents confirms the impact of September 11th on the transformation of strategic consideration of the Alliance, which has led to initiation of several efforts to fight terrorism. Outcomes of discourse analysis of United States, United Kingdom, France, Czech Republic and Poland reveal that terrorism has reinforced collective identity among NATO member states and has become a new threat for Alliance...

Miroslav Paulíček NO ONE DARE SAY IT'S BORING TOWARDS THE SOCIOLOGY OF HIGH AND LOW ART The concept of high art usually connotes highbrow and snobbery, the pride of elitists; it seems to be an instrument of the ruling class for its dominant social status reproduction. Many advocates of popular culture scorn and ignore high art - they often use the approach of social constructivism and say that high culture is nothing but a social construction. They emphasize that there is no quality, which could classify any work of art as high or low. On the contrary, the author of this book writes about an art with no animosity, without an effort to relativize of it, about art without ironic quotation marks. The title of this book - quotation from Gustave Flaubert's letter about reading Dante's Inferno - enables to develop a story of the answer to the question of what kind of art is the art that no one calls boring and why no one dare do it. The book finds its inspiration in the perspective of social constructivism and in the sociology of science. The author describes the actors (both humans and non-humans) that keep the network of high art together. He starts with the ways of creating canons (of authors or works of art), he also deals with actors as nation, tradition, taste, age, money, education, comic, kitsch, irony,...

The aim of this thesis is to interpret how the European Union was constructed in discourse of Slovak political parties from 2002 to 2012. The thesis departs from the social constructivist assumption of mutual constitutiveness of structures and agents. Focusing on the role of ideas in European integration, a concept of polity ideas or normative ideas about the legitimate political order, as defined by Markus Jachtenfuchs, is applied. Applying discursive analysis to political programmes, political parties' utterances about European integration, in particular about democracy, rights and internal security, foreign policy and security, welfare and identity are assigned to four ideal types: Federal state, Intergovernmental cooperation, Economic community and Network. For the research purposes political programmes of three Slovak political parties are analysed: Christian Democratic Movement, Direction - Social Democracy and The Slovak Democratic and Christian Union - Democratic Party. The analysis of the political programmes showed that the Slovak political parties do not have a consistent vision of the future of European integration. A high number of descriptive utterances was found in the programmes. Moreover, beliefs about democracy, rights and internal security, foreign policy and security, welfare...