The aim of this bachelor thesis is to investigate how readers go about selecting fiction in their everyday life. The aims are to get information on where readers get their information regarding which books to read in their everyday life, which sources they use and why they use those sources. The study focuses on readers who are 18+ and that practice leisure reading in their everyday life. The research questions are: What sources do adult readers use to find book tips? How do grown up readers describe and motivate the sources they use to find book tips? The methodology used is qualitative semi-structured interviews with eight adult readers. The theoretical framework used in the study comes from Kirsty Williamson’s theory of the role of incidental information acquisition in regards to the everyday life information needs and seeking. The results of the study show that the majority of the participating readers’ sources for their everyday life information seeking align with earlier studies. From the perspective of Williamson’s theory readers use sources such as family and friends which are categorized as intimate personal networks, social media, blogs and book clubs which falls under broader personal networks, mass media such as news paper, hash tags, TV and internet, and institutional sources such as the library and book shops.

Denna studie fokuserar på problemet där flesta elever tappar intresse, motivation och lust att lära sig matematik eftersom de upplever att det är ett svårt ämne. Syftet med detta arbete å andra sidan är att undersöka om hur matematikundervisning som har vardagliga samband påverkar elevernas lärande. Studien vill också belysa hur lärare arbetar så att undervisningen i matematik kan bidra till att elever utvecklar intresse för matematik och förtroende för deras förmåga att använda matematik i olika sammanhang. Resultaten är baserade på en analys av elevers och lärares enkäter. Det finns tjugotvå (22) elever och fyra (4) legitimerade matematiklärare som deltog i denna studie. Eleverna går i årskurs sex (6) och lärarna undervisar olika klasser från årskurs ett (1) till sex (6). Enkäten behandlade olika frågor bland annat; elevernas intresse, motivation och lärande när lektioner har vardagliga samband.När det gäller motivation, 19 elever svarade att de är mer motiverade att lösa matematiska uppgifter när de använder eller arbetar med material eller något som hjälper dem att lösa uppgifterna. Med samma siffror svarade å andra sidan att de tappar lusten eller motivation när lektionerna inte är kopplade till saker som de vet eller gillar. När det gäller inlärning/ undervisning gick både elever och lärare i samma håll. Alla 22 eleverna svarade att de lär sig bättre när läraren använder vardagliga samband för att lösa eller förklara matematiska problem eller begrepp medan 3 lärare svarade att dem anser att deras elever lär sig matematik bäst när lektionerna är kopplade till saker de vet eller gillar. Resultaten av denna studie visar emellertid att elevernas intresse, motivation och prestation i matematik ökar när lektioner är kopplade till vardagliga samband.Nyckelord: intresse, matematikundervisning, motivation, lärande, vardagsanknytning. / This study focuses on the problem where most pupils lose interest, motivation and the desire to learn mathematics because they perceive it to be a difficult subject. The purpose of this thesis on the other hand is to investigate how mathematics teaching that has everyday life connections affects pupils' learning. The study also wants to shed light on how teachers work so that the teaching of mathematics will contribute to pupils developing interest in mathematics and confidence in their ability to use mathematics in different contexts. The results are based on an analysis of pupils’ and teachers’ questionnaires. There are twenty (22) pupils and four (4) licensed mathematics teachers that took part in this study. The pupils are in grade six (6) and the teachers teach different grades from grade one (1) to six (6). The questionnaires addressed different issues among them; pupils' interest, motivation and learning using everyday connections. When it comes to motivation, 19 pupils answered that they are more motivated to solve math tasks when they use or work with materials or something that helps them solve the tasks. The same number on the other hand answered that they lose the desire or motivation when the lessons are not connected to things they know or like. On learning/teaching, both pupils and teachers went into the same direction. All the 22 pupils answered that they learn better when the teacher uses everyday connections to solve or explain mathematical problems or concepts while 3 out of 4 teachers answered that their pupils learn mathematics best when the lessons are connected to things they know or like. The results of this study however show that pupils' interest, motivation and performance in mathematics increases when lessons are linked to everyday connections.Keywords: everyday connection, interest, mathematics teaching, motivation, understanding.

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This diploma thesis is focused on everyday life of employees working in the uranium mines in Příbram during the so-called normalization. Using the method of oral history, I try to capture the ordinary lives of ordinary people against the background of one historical period, with regard to the work benefits which were provided to them by their employer. The thesis is anchored in a rich source base, which primarily constists of interviews conducted directly with witnesses of the time, secondarily of archival material and relevant literature. The main goal of the thesis is to find out why young men decided to pursue the hard work of a miner, how the company took care of them, what contributions the employer offered to them and, in general, how the people involved see uranium life today.

Traditionally, medieval cuisine belongs to the realm of historical or cultural anthropology, as the diet reflects the customs of different social classes, ethnic groups and religious regulations (fasting, kosher meals). Meals are part of ritual and change according to economic and social change. The present work deals in a somewhat unconventional way with the question of how period cuisine is cooked today. The increased interest in research on medieval everyday life and courtly society in the last two decades has expanded the level of knowledge of life at the time and made this information available to those interested in history from the general public. Few things are more everyday than the preparation and consumption of food. Yet today, as centuries ago, something as ordinary as cooking seems to have been pushed out of the main field of vision, off the stage on which history is performed. Or is it otherwise? Period cuisine is something more, it brings to life the roots of our eating habits, our culture, and then as now, the communal meal is the cement of the social group. The object of this paper is to introduce the reader to period cuisine of the first half of the 14th century, and to show the different approaches to period cooking at living history events as paths that, while sharing a common...

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This thesis aims to understand the everyday use of digital media by Chinese ordinary citizens as new forms of civic engagement under strict online censorship and CCP’s authoritarian control. With the announcement of the Third-child Policy as the analytical background, I adopted a qualitative research method and conducted digitally mediated ethnography on Sina Weibo users. Specifically, I took a close look at their strategic usage of social media practices, memes, as means to participate in the discussion of third-child policy on the platform. My theoretical framework builds off on James Scott’s (1989) theory of everyday forms of resistance and Flinders & Wood’s (2018) notions on everyday political participation, supplementing with concepts of connective action and collective identity. This paper shows how participants used low-key, tactical, and mundane memes to criticize third-child policy, the motivations, and intentions behind their acts, how meme expressions are organized, sustained, and what makes these acts politically effective. By doing this, I highlight how participants’ everyday self- determined online practices result in the formation of collective identities that eventually lead to the emergence of underground centrality among ordinary Chinese people and challenge CCP authority and legitimacy. As such, it will contribute to a deeper insight into the collective nature of and resistance power of participants' individual online actions and enrich our understanding of the active agency of Chinese actors and their civic engagement under censorship regimes.

[pt] A presente pesquisa teve a pretensão de analisar como a construção de determinadas representações contribuem para a concretização da banalização do espaço em Itaboraí – RJ, a partir do exemplo das tramas do cotidiano vivido no microcosmo das escolas do ensino fundamental. Partindo da constatação de que a tragédia produzida pela banalização do espaço nessa cidade é anterior à chegada do Complexo Petroquímico do Estado do Rio de Janeiro – COMPERJ, a pesquisa procurou entender como funcionam os mecanismos de perpetuação desse sistema, trazendo um modelo abstrato, não inexorável, pois se transforma a todo o momento no espaço-tempo, muitas vezes, para garantir a manutenção do poder de determinados grupos historicamente privilegiados. Nessa engrenagem política, o acúmulo histórico-cultural da sociedade representado através do patrimonialismo e somado às consequências do modo de produção capitalista, são os mecanismos fundamentais para a produção de um espaço banalizado e sua consequente degradação da vida. A pesquisa também se apoiou na teoria das representações do filósofo Henri Lefebvre para entender como os discursos e práticas, a partir do olhar do microcosmo das escolas de ensino fundamental da cidade, ao mesmo tempo reforçam e contestam essa engrenagem. Logo, a análise dos discursos na compreensão do cotidiano foi para a pesquisa o elemento mais importante para se enxergar os mecanismos da engrenagem, não encontrada somente na cidade de Itaboraí, mas também, em outras cidades brasileiras. / [en] This research has the intention to examine, from the example of the daily web lived in the microcosm of elementary schools, how the construction of some representations contribute to the banalization of space in Itaboraí - RJ. Departing from the fact that the tragedy produced by the banalization of space in this city predates the arrival of the Petrochemical Complex of the State of Rio de Janeiro - COMPERJ, the research sought to understand, based on an abstract and inexorable model, given that it transforms itself every moment in the space-time dimension, how the mechanisms of perpetuation of this system ensure the maintenance of power to certain groups historically privileged. In this political gear, the historical and cultural accumulation aspects of the Brazilian society represented by patrimonialism, when added to the consequences of the capitalist mode of production, are the fundamental mechanisms for the production of the banalization of space, and its consequent degradation of life. The research was also supported by the representations theory of philosopher Henri Lefebvre which helped understand how the discourses and practices, from the look of the microcosm of elementary schools of the city, at the same time reinforce and challenge this gear. Therefore, the analysis of discourse was the most important element to understand the gear s daily mechanisms, not only found not only in the city of Itaboraí, but also in other cities of Brazil.