This thesis seeks to understand the role of school timetables as an interface between policies that regulate or distribute forms of capital to schools, and their teaching and learning rhythms. By doing so, it proposes a mechanism for examining the reproduction of schooling practices, and how these are grounded in policy-regulated materiality. Two high schools with similar historic backgrounds, and operating under the same provincial government, were selected and closely studied for evidence of rhythms of practice and the correspondence of these rhythms to each school's timetable. The two schools now experience different access to resources, and have significant differences in teaching and learning rhythms, as well as school-leaving summative assessment results. The study develops an analytic framework for identifying policies that reach into schools through the timetable. Five key inputs are identified as necessary for constructing timetables, providing productive lines of inquiry as to which policies affect schooling rhythms and how. By asking who teaches whom, what, with what and where, systematic analysis is conducted on: how schools are staffed (who); who they enrol (whom); their interpretation of curriculum (what); what supplementary resources they can command (with what); and their infrastructural facilities and geographic (dis)advantages (where). The interaction between these different threads is examined as they tangle within each school's timetable. The enactment of the policies regulating each thread is then traced through the layers of governance of the South African education system: national, provincial and local (school-level). Timetables are conceptualised in this study as local representations of intended teaching and learning rhythm. Using Lefebvre's triad of timespace-conceived, timespace-perceived and timespace-lived, timetables (timespace-conceived) are brought into conversation with timespace-lived through daily teaching and learning activities. Bourdieu's theory of practice is used with Lefebvre to animate the ‘game' of schooling: what schools strive for, what forms of capital they can command to sustain or improve their field position, and how they reproduce their practices. Bourdieu and Lefebvre together generate a sociomaterial practice theory lens that foregrounds timetables and their legitimacy to govern rhythms of teaching and learning in timespace. Timetables emerge as a site of the production and reproduction of advantage (fortified schools) and/or disadvantage (exposed schools) in the game of schooling. In timetables, the policies that avail forms of capital interact in previously unconsidered ways, suggesting that collectively they potentially undergird inequality in the education system.

This dissertation examines postwar U.S. feminist narrative practices of "making," writing, and sustaining "feminist history" and their spatiotemporal figuration of the subject of "women of color." In so doing, I attend to three discursive genres of postwar U.S. "feminist history": manifestos of postwar U.S. women's movements, histories of postwar U.S. women's movements, and the discourse of "post-feminism." The term "feminist history," in this sense, relates to the various ways that postwar U.S. feminists theorized women's liberation (manifestos), historicized the past of postwar U.S. women's movements (histories), and countered the putative "end" of postwar U.S. feminism (post-feminism). First, I argue that manifestos and histories of postwar U.S. women's movements as well as the discourse of "post-feminism" commonly utilized narrative form of discourse within which spatiotemporal imagination of "feminist history" articulate. Second, I point to the spatiotemporal figuration of racial others within these postwar U.S. feminist narratives of "feminist history." Third, I question the political implication of the spatial mobility of "women of color" which is increasingly seized by the late-modern spatiotemporal politics of multiculturalism.

Charles University in Prague Faculty of Science Department of Social Geography and Regional Development Jakub Novák MOBILE PHONE LOCATION DATA: POSSIBILITIES OF USE IN GEOGRAPHICAL RESEARCH Synopsis of PhD Thesis Prague 2010 Supervisor: Assoc. Prof. Zdeněk Čermák Jakub Novák Synopsis of PhD Thesis 1 Jakub Novák Synopsis of PhD Thesis 2 INTRODUCTION Spatial mobility of world population has been unbelievably changing during the last decades. People from poor countries are moving thousands of kilometers to developed countries with the vision of material prosperity. Airplanes transport thousands of people in hours to places, where people had travelled much longer recently. Similarly, also an ordinary weekday is for the majority of population connected with relatively long moves between different places of daily activities. Traveling between home, work, kindergartens and schools, shops and leisure activities takes the significant part of our daytime. To capture the measureless amount of particular human creatures in their day-to-day moves through time and space seems to be almost impossible. In fact, it is not so unrealistic. Currently, we are surrounded by a number of electronic devices, which dispose with information about its location or record moving objects in their vicinity. Mobile phone is one of such...

This thesis addresses how the travellers participate in the production of space during train travels. It is based on a study of intervjues made in December 2013 with six members of the Swedish parliament who all are frequent travellers on the high speed train between Stockholm and Gothenburg. Using Henri Lefebvres theory of the production of space and contemporary theories on spending time during train travel combined with theories of how space and time are bound together as a timespace. The conclusion is that traveller do participate in the production of the train space by activities taking place based on the special conditions of the trainspace during the journey. Activities that forms the idea of lived space on the train as one of three spaces based on Lefebvres model of the triad of space. The study also identify the need of further research on the train space as a space of its own as we spend more and more time in this space.

O uso de Tecnologias de Informação e Comunicação (TICs) impacta diretamente a forma como indivíduos encaram e se relacionam com os diversos aspectos da vida social. Hoje se vê que o espaço está no tempo e o tempo está no espaço, e verifica-se que estas duas dimensões estão sendo remodeladas pelo uso de intenso de TICs. No âmbito educacional, a Educação a Distância (EAD), tem se apresentado como uma modalidade de ensino em que professores e alunos podem tratar de forma mais flexível as dimensões de tempo e espaço, e isso se deve ao uso intensivo da internet e das TICs. Diante dessa realidade, o presente estudo tem como objetivo analisar a gestão da EAD nas Instituições Públicas Federais de Ensino Superior (IFES) do Estado do Rio Grande do Sul sob a perspectiva de um território influenciado pelas TICs. São utilizadas como bases teóricas para operacionalizar este objetivo a abordagem territorial e as visões da sociomaterialidade e dos estudos de tempoespaço, enquanto perspectivas analíticas do uso de TICs no território. Com essas perspectivas teóricas é desenvolvido e utilizado um modelo de estudos. O objetivo da pesquisa é abordado de forma qualitativa, utilizando como método de pesquisa o estudo de caso único e incorporado. Os dados da pesquisa foram conseguidos por meio da coleta de documentos e da realização de entrevistas com o principal gestor do Setor de EAD e com professores das IFES; e a análise dos dados se deu utilizando a análise de conteúdo. Os resultados apontam para diferenças nas estruturas organizacionais das IFES do Estado do Rio Grande do Sul, bem como para a influência dos programas de fomento do governo federal na estrutura do Setor de EAD dessas IFES. São apresentadas estratégias para lidar com alguns desafios da modalidade EAD identificados pelos entrevistados. No que tange a visão sociomaterial, fica evidente a impossibilidade de serem definidos resultados a priori de uma interação entre agentes humanos e tecnológicos num interesse organizacional; sejam essas interações de cunho administrativo ou pedagógico. A influência das TICs na concepção das ações humanas evidencia o entrelaçamento constitutivo dos aspectos sociais e materiais da vida organizacional das IFES estudadas. Percebe-se a existência de um ‘tempoespaço socialmente construído’ por meio de um contínuo de relações entre atores humanos e tecnológicos; e também a necessidade de se conceder ‘liberdade de adaptação contextual’ aos atores da EAD, para que possam fazer uma leitura contextual adequada dos tempos, espaços, tecnologias e conteúdos com que venham a se relacionar. / The use of Information and Communication Technologies (ICT) directly impacts the way individuals perceive and relate to the various aspects of social life. Today we see that space is in time and time is in space, and it is verified that these two dimensions are being remodeled by the intense use of ICT. In education, e-learning has emerged as a method of teaching in which teachers and students can, more flexibly, address the dimensions of time and space, and this is due to the intensive use of the Internet and ICTs. Given this reality, the present study looks to analyze the management of EAD in Federal Public Institutions of Higher Education (IFES) of the State of Rio Grande do Sul from the perspective of a territory influenced by ICTs. As a theoretical basis to operationalize this goal, the territorial approach and the visions of sociomateriality and studies of timespace are used, while analytical perspectives of the use of ICTs in the territory. With these theoretical perspectives in consideration a study model is developed and used. The objective of the research is approached in a qualitative manner, using as a research method a single and embedded case study. The research data were obtained by collecting documents and interviewing teachers and the main manager of the Elearning Department of IFES; and the data analysis was based on content analysis. The results indicate differences in the organizational structures of IFES on the State of Rio Grande do Sul, as well as the influence of the incentive programs of the Federal Government in the structure of E-learning Department. Strategies to deal with some challenges of E-learning identified by respondents are presented. Regarding the sociomateriality view, it is evident the impossibility of defining “a priori” results from an interaction between human and technological agents in organizational interest; being these interactions of an administrative or educational interest. The influence of ICT in the design of human actions demonstrates the constitutive entanglement of social and material aspects of organizational life. It was perceived the existence of a 'socially constructed timespace' through an ongoing of relations between human and technological actors; and also the need to grant ‘freedom of contextual adaptation' to the actors of the E-learning, so that they can make a proper contextual reading of the times, spaces, technologies and content with which they will relate.

O uso de Tecnologias de Informação e Comunicação (TICs) impacta diretamente a forma como indivíduos encaram e se relacionam com os diversos aspectos da vida social. Hoje se vê que o espaço está no tempo e o tempo está no espaço, e verifica-se que estas duas dimensões estão sendo remodeladas pelo uso de intenso de TICs. No âmbito educacional, a Educação a Distância (EAD), tem se apresentado como uma modalidade de ensino em que professores e alunos podem tratar de forma mais flexível as dimensões de tempo e espaço, e isso se deve ao uso intensivo da internet e das TICs. Diante dessa realidade, o presente estudo tem como objetivo analisar a gestão da EAD nas Instituições Públicas Federais de Ensino Superior (IFES) do Estado do Rio Grande do Sul sob a perspectiva de um território influenciado pelas TICs. São utilizadas como bases teóricas para operacionalizar este objetivo a abordagem territorial e as visões da sociomaterialidade e dos estudos de tempoespaço, enquanto perspectivas analíticas do uso de TICs no território. Com essas perspectivas teóricas é desenvolvido e utilizado um modelo de estudos. O objetivo da pesquisa é abordado de forma qualitativa, utilizando como método de pesquisa o estudo de caso único e incorporado. Os dados da pesquisa foram conseguidos por meio da coleta de documentos e da realização de entrevistas com o principal gestor do Setor de EAD e com professores das IFES; e a análise dos dados se deu utilizando a análise de conteúdo. Os resultados apontam para diferenças nas estruturas organizacionais das IFES do Estado do Rio Grande do Sul, bem como para a influência dos programas de fomento do governo federal na estrutura do Setor de EAD dessas IFES. São apresentadas estratégias para lidar com alguns desafios da modalidade EAD identificados pelos entrevistados. No que tange a visão sociomaterial, fica evidente a impossibilidade de serem definidos resultados a priori de uma interação entre agentes humanos e tecnológicos num interesse organizacional; sejam essas interações de cunho administrativo ou pedagógico. A influência das TICs na concepção das ações humanas evidencia o entrelaçamento constitutivo dos aspectos sociais e materiais da vida organizacional das IFES estudadas. Percebe-se a existência de um ‘tempoespaço socialmente construído’ por meio de um contínuo de relações entre atores humanos e tecnológicos; e também a necessidade de se conceder ‘liberdade de adaptação contextual’ aos atores da EAD, para que possam fazer uma leitura contextual adequada dos tempos, espaços, tecnologias e conteúdos com que venham a se relacionar. / The use of Information and Communication Technologies (ICT) directly impacts the way individuals perceive and relate to the various aspects of social life. Today we see that space is in time and time is in space, and it is verified that these two dimensions are being remodeled by the intense use of ICT. In education, e-learning has emerged as a method of teaching in which teachers and students can, more flexibly, address the dimensions of time and space, and this is due to the intensive use of the Internet and ICTs. Given this reality, the present study looks to analyze the management of EAD in Federal Public Institutions of Higher Education (IFES) of the State of Rio Grande do Sul from the perspective of a territory influenced by ICTs. As a theoretical basis to operationalize this goal, the territorial approach and the visions of sociomateriality and studies of timespace are used, while analytical perspectives of the use of ICTs in the territory. With these theoretical perspectives in consideration a study model is developed and used. The objective of the research is approached in a qualitative manner, using as a research method a single and embedded case study. The research data were obtained by collecting documents and interviewing teachers and the main manager of the Elearning Department of IFES; and the data analysis was based on content analysis. The results indicate differences in the organizational structures of IFES on the State of Rio Grande do Sul, as well as the influence of the incentive programs of the Federal Government in the structure of E-learning Department. Strategies to deal with some challenges of E-learning identified by respondents are presented. Regarding the sociomateriality view, it is evident the impossibility of defining “a priori” results from an interaction between human and technological agents in organizational interest; being these interactions of an administrative or educational interest. The influence of ICT in the design of human actions demonstrates the constitutive entanglement of social and material aspects of organizational life. It was perceived the existence of a 'socially constructed timespace' through an ongoing of relations between human and technological actors; and also the need to grant ‘freedom of contextual adaptation' to the actors of the E-learning, so that they can make a proper contextual reading of the times, spaces, technologies and content with which they will relate.

O uso de Tecnologias de Informação e Comunicação (TICs) impacta diretamente a forma como indivíduos encaram e se relacionam com os diversos aspectos da vida social. Hoje se vê que o espaço está no tempo e o tempo está no espaço, e verifica-se que estas duas dimensões estão sendo remodeladas pelo uso de intenso de TICs. No âmbito educacional, a Educação a Distância (EAD), tem se apresentado como uma modalidade de ensino em que professores e alunos podem tratar de forma mais flexível as dimensões de tempo e espaço, e isso se deve ao uso intensivo da internet e das TICs. Diante dessa realidade, o presente estudo tem como objetivo analisar a gestão da EAD nas Instituições Públicas Federais de Ensino Superior (IFES) do Estado do Rio Grande do Sul sob a perspectiva de um território influenciado pelas TICs. São utilizadas como bases teóricas para operacionalizar este objetivo a abordagem territorial e as visões da sociomaterialidade e dos estudos de tempoespaço, enquanto perspectivas analíticas do uso de TICs no território. Com essas perspectivas teóricas é desenvolvido e utilizado um modelo de estudos. O objetivo da pesquisa é abordado de forma qualitativa, utilizando como método de pesquisa o estudo de caso único e incorporado. Os dados da pesquisa foram conseguidos por meio da coleta de documentos e da realização de entrevistas com o principal gestor do Setor de EAD e com professores das IFES; e a análise dos dados se deu utilizando a análise de conteúdo. Os resultados apontam para diferenças nas estruturas organizacionais das IFES do Estado do Rio Grande do Sul, bem como para a influência dos programas de fomento do governo federal na estrutura do Setor de EAD dessas IFES. São apresentadas estratégias para lidar com alguns desafios da modalidade EAD identificados pelos entrevistados. No que tange a visão sociomaterial, fica evidente a impossibilidade de serem definidos resultados a priori de uma interação entre agentes humanos e tecnológicos num interesse organizacional; sejam essas interações de cunho administrativo ou pedagógico. A influência das TICs na concepção das ações humanas evidencia o entrelaçamento constitutivo dos aspectos sociais e materiais da vida organizacional das IFES estudadas. Percebe-se a existência de um ‘tempoespaço socialmente construído’ por meio de um contínuo de relações entre atores humanos e tecnológicos; e também a necessidade de se conceder ‘liberdade de adaptação contextual’ aos atores da EAD, para que possam fazer uma leitura contextual adequada dos tempos, espaços, tecnologias e conteúdos com que venham a se relacionar. / The use of Information and Communication Technologies (ICT) directly impacts the way individuals perceive and relate to the various aspects of social life. Today we see that space is in time and time is in space, and it is verified that these two dimensions are being remodeled by the intense use of ICT. In education, e-learning has emerged as a method of teaching in which teachers and students can, more flexibly, address the dimensions of time and space, and this is due to the intensive use of the Internet and ICTs. Given this reality, the present study looks to analyze the management of EAD in Federal Public Institutions of Higher Education (IFES) of the State of Rio Grande do Sul from the perspective of a territory influenced by ICTs. As a theoretical basis to operationalize this goal, the territorial approach and the visions of sociomateriality and studies of timespace are used, while analytical perspectives of the use of ICTs in the territory. With these theoretical perspectives in consideration a study model is developed and used. The objective of the research is approached in a qualitative manner, using as a research method a single and embedded case study. The research data were obtained by collecting documents and interviewing teachers and the main manager of the Elearning Department of IFES; and the data analysis was based on content analysis. The results indicate differences in the organizational structures of IFES on the State of Rio Grande do Sul, as well as the influence of the incentive programs of the Federal Government in the structure of E-learning Department. Strategies to deal with some challenges of E-learning identified by respondents are presented. Regarding the sociomateriality view, it is evident the impossibility of defining “a priori” results from an interaction between human and technological agents in organizational interest; being these interactions of an administrative or educational interest. The influence of ICT in the design of human actions demonstrates the constitutive entanglement of social and material aspects of organizational life. It was perceived the existence of a 'socially constructed timespace' through an ongoing of relations between human and technological actors; and also the need to grant ‘freedom of contextual adaptation' to the actors of the E-learning, so that they can make a proper contextual reading of the times, spaces, technologies and content with which they will relate.

This very writing is examining the two ultimate books "Mlýn na mumie" from the talented Petr Stančík, and "Sedmikostelí" and "Lord Mord" from the extremely obscure Miloš Urban. The main and most significant purpose of this work is to find and distinguish characteristics of each author, diving deeper into their unique styles, finding possible similarities while trying to learn about one of the very few raw original writing styles. Despite the books being multi-genre, they do try to characterize the exact genres along the way, after a proper introduction of the authors themselves, of course. The genres appearing in these books are clearly shown in individual excerpts below original text. A dominant part of my work is an analysis of the time space and the main character or hero if you prefer - again shown in excerpts as key parts of novels. Towards the end you can find the so-called great myth of the nation as a frequently repeated topic. By the conclusion of this work is a final comparison of previous analyses.