This master essay starts with the author having an encounter with two 14-years old boys who claim that they are Nazis. In a school project where the pupils made films about norms in the society they made a film with a clearly racist and homophobic message. As a freelance artist the author was a part of a school development program in aesthetic learning, and the assignment in the actual school was supposed to teach the pupils about norms and how they effect people on an everyday basis. All the films fulfilled this purpose, but the actual film did something more: it revealed the zerotolerance rule in this particular school as a norm that silenced not only these boys, but also any pupil having a different opinion than the teachers. The situation described took place in a classroom in primary school in the area of Stockholm some years ago and even though the film was never shown to anybody that could be offended except the author herself, the author left the school with a feeling of total failure, and two questions craving for answers: Why couldn’t she, nor the teachers, find the time and space to meet the boys, taking their invitation to discuss the zere-tolerance-norm seriously? And what role did the fact that the school had a “zero-tolerance-for-racism rule” play in the cultivation of the boy’s feelings of exclusion and in the way the teachers treated their obvious need for recognition as sane and (soon-to-be) grown up men? Using Hannah Arendt’s ideas of action as the fundament of the investigation, the author poses questions about what space for action there is in the daily work of a teacher today, but also what happens when there is no room for action, when we become the blind administrators of homo faber. The method of the study includes 1) a dialogue seminar with teachers from elementary school, 2) examples and reflections from the author’s own teaching practice at the teacher education and 3) a philosophical investigation focusing on the concepts of aesthetic experience, aesthetic learning, not-knowing and unlearning. In dialogue with Sarah Ahmed, John Dewey, Hans-Georg Gadamer, Maurice Merleau-Ponty, Jacques Rancière, Cusanus and Jonna Bornemark, she further tries to understand what role the film, as an aesthetic experience, played in the example with the Nazi boys. Is there a radical possibility in art that can create space for action in Arendt’s sense? Further, in dialogue with the poet Wiszlava Szymborska, the clown Nalla Laanela, and two novelists; Rachel Cusk and Albert Camus, she tries to understand the possibilities that lie within aesthetic learning when it comes to re-thinking the role of the teacher aiming for a sustainable approach to teaching and learning in a society where teachers work themselves sick. / I inledningen till denna masteruppsats möter författaren två fjortonåriga pojkar som säger att de är nazister. I ett skolprojekt där eleverna skulle göra kortfilmer som gestaltade samhällsnormer gjorde de här pojkarna en film med ett tydligt rasistiskt och homofobiskt budskap. Författaren hade, i egenskap av frilansande konstnär inom skolutvecklingsprogrammet Skapa och Lära, uppdraget att leda eleverna i arbetet med filmerna och syftet var att eleverna skulle lära sig något om de olika normer som påverkar oss människor varje dag. Alla filmer uppfyllde syftet, men denna film gjorde något mer: den fick den här specifika skolans noll-tolerans-mot-rasism-regel att framstå som en norm som tystade inte bara de här två pojkarna, utan alla elever med –ur lärarnas perspektiv -avvikande åsikter. Den ovan beskrivna situationen utspelade sig i ett klassrum i Stockholmsområdet för ett antal år sedan och även om filmen aldrig visades för någon som hade kunnat ta illa upp –förutom författaren själv –lämnade författaren skolan med en känsla av totalt misslyckande och två frågor ringande i öronen: Varför kunde inte hon, och ingen av lärarna i skolan, ta sig tid att möta pojkarna genom att ta deras inbjudan till samtal om noll-tolerans-normen på allvar? Och vilken roll spelade det faktum att skolan hade en noll-tolerans-mot-rasism-regel i kultiverandet av pojkarnas känslor av exkludering och i lärarnas hanterande av deras uppenbara behov av erkännande som sunda, snart vuxna unga män? Med utgångspunkt i Hannah Arendts idéer om handlandet ställer författaren frågor om vilket handlingsutrymme lärare i dagens skola har, men hon undersöker också vad som händer när det inte finns något handlingsutrymme, när läraren blir en blind administratör, en homo faber. Metodologiskt använder sig författaren av 1) ett dialogseminarium med lärare från grundskolan, 2) exempel och reflektioner från hennes egen lärarpraktik, och 3) en filosofisk undersökning med fokus på begreppen estetisk erfarenhet, estetiska lärprocesser, icke-vetande och av-lärande. I dialog med Sarah Ahmed, John Dewey, Hans-Georg Gadamer, Maurice Merleau-Ponty, Jacques Rancière, Cusanus och Jonna Bornemark, försöker hon vidare förstå vilken roll filmen som en estetisk erfarenhet spelade I exemplet med de två nazistpojkarna. Finns det en radikal potential i konstnärliga uttryck som kan skapa handlingsutrymme i Arendts mening? Vidare,i dialog med poeten Wiszlava Szymborska, clownen Nalle Laanela, och två romanförfattare; Rachel Cusk and Albert Camus, försöker författaren utröna vilka möjligheter som kan rymmas i estetiska lärprocesser vad gäller att tänka om (om-tänka) lärarrollen med målet att finna ett hållbart förhållningssätt till undervisning och lärande i ett samhälle där lärare arbetar sig sjuka.

Increasingly unpredictable, extreme and erratic rainfall with higher temperatures threatens to undermine the adaptive capacity of food systems and ecological resilience of smallholder landscapes. Despite growing concern, land managers still lack quantitative techniques to collect empirical data about the potential impact of climatic variability and change. This thesis aims to assess how ecosystem services and function and how this links with biodiversity and human wellbeing in smallholder agro-ecosystems in a changing climate. To this end, rather than relying on scenarios or probabilistic modelling, space was used as a proxy for time to compare states in disparate climatic conditions. Furthermore, an integrated methodological framework to assess ecosystem services at the field and landscape level was developed and operationalised, the results of which can be modelled with measures of wellbeing. Various multidisciplinary analytical tools were utilised, including ecological and socio-economic surveys, biological assessments, participatory open enquiry, and documenting ethnobotanical knowledge. The study was located within monsoon rice farms in the Terai Plains of Nepal, and dry season vegetable farms in Northern Ghana. Sites were selected that are climatically and culturally diverse to enable comparative analysis, with application to broad areas of adaptive planning. The linkages that bring about biophysical and human changes are complex and operate through social, political, economic and demographic drivers, making attribution extremely challenging. Nevertheless, it was demonstrated that within hotter and drier conditions in Ghana long-tongued pollinators and granivores, important for decomposition processes and pollination services, are more abundant in farms. Results further indicated that in cooler and drier conditions in Nepal, the taxonomic diversity of indigenous and close relative plant species growing in and around farms, important for the provisioning of ecosystem services, decreases. All other things equal, in both Nepal and Ghana findings indicate that overall human wellbeing may be adversely effected in hotter conditions, with a potentially significantly lower yields, fewer months of the year in which food is available, higher exposure to natural hazards and crop loss, unemployment, and psychological anxiety. Yet, surveys indicate smallholders continue to maintain a fair diversity of species in and around farms, which may allow them to secure basic necessities from provisioning ecosystem services. Moreover, farmers may employ adaptive strategies such as pooling labour and food sharing more frequently, and may have greater access to communication, technology, and infrastructure. Novel methodological and empirical contributions of this research offer predictive insights that could inform innovations in climate-smart agricultural practice and planning.

The aim of the thesis is recently erected administration building situated in Brno, urban area Slatina. he bulidong consits of three storeys and one underground storey. Architectural composition is temperate and rational with regard on functional use of building and considerates demnads of the investor. Building is created mainly for administration purposes.First storey conists form more parts, there is administrative part, space for shops,stores, relax zones,and the part for stores and utility room. Second and third storey is also for administration , relax zones and social background.Undergorund is the space for garage compound, utility rooms, the spare source for heating, ventilating and air conditioning (HVAC)and store.Load-bearing structure is system S1.2 - reinforced concret skeleton system. The foundation construction is developed from foundation pad, foundation strips and foundation slab. The single- shell roof of this buildng is proposed as the flat roof above the first and second storey and as the roof with growing layer and mound of river stones above the third storey. Our aim was to propose the commercial space for offices with variation usage and also the space for shops, work out compact bulding with spacy and functional disposition.We worked out design documentation in accordance to valid legislation, laws,and technical norms. Drawings are made in AutCAD and visualisations in SketchUp program.

This thesis deals with the design and elaboration process of a project documentation of a sports centre. The designed sports centre building is situated in the southern part of the town of Polička, in the area determined for sports and free time activities complexes and areas. It is a two-floor, non-cellar, flat-roof building. It is based on plain concrete strip foundations and reinforced concrete foundation footing. The bearing, peripheral and partition walls are designed from POROTHERM hollow clay blocks. Reinforced concrete columns are designated in open disposition areas. The ceiling construction is made from SPIROLL pre-stressed concrete floor slabs and point-supported reinforced concrete slabs. The peripheral walls of the first aboveground floor are insulated with external thermal insulation system with a protective gabion facade. The peripheral wall thermal insulation in a bowling restaurant and gym halls extension is designed from a ventilated facade with CEMBRIT METRO facade cladding panels. The building is functionally divided into two main parts with a shared entrance. The sports centre with gyms and other sports facilities form the first part. Three squash courts, a mini-football piste, a special room for spinning and alpinning, a room for group exercising and cloakrooms with sanitary facilities are designed within one part of the sports centre. A restaurant with a bowling area and a kitchen with storerooms and other facilities for employees form the second part. The designed complex is barrier-free. There is aimed to be a car park for fifty cars, four motorbikes and a bus in front of the building. Three parking places are for disabled people.