Ett teknikskifte mot Internet of Things (IoT) kan medföra förändringar både för företag och konsumenter i form av förändrade arbetsroller, nya sätt att producera innehåll och nya sätt att ta del av innehållet. Fokus i denna rapport har legat på vad detta innebär för tekniska skribenter. För att belysa detta problem har en undersökning utförts på ett fallföretag som specialiserar sig på att producera teknisk dokumentation och som börjat kolla närmre på IoT. Undersökningen ledde fram till slutsatsen att rollen som teknisk skribent inom en IoT-kontext kommer se annorlunda ut gentemot en teknisk skribent som skriver traditionellt. För att skriva teknisk dokumentation för IoT ställs högre krav på teknisk kompetens i form av grundläggande programmeringskunskap och ett objektorienterat tankesätt. / A technology change towards the Internet of Things (IoT) can lead to changes for both businesses and consumers in the form of changing work roles, new ways of producing content and new ways to share content. The focus of this report has been on what this means for technical writers. To highlight this problem, an investigation has been conducted at a case company specializing in producing technical documentation and which has begun to look closer at IoT. The investigation led to the conclusion that the role of technical writer within an IoT-context looks different from a technical writer who writes traditionally. To write technical documentation for IoT, higher demands are placed on technical competence in the form of basic programming skills and object-oriented thinking.

Philosophiae Doctor - PhD / The purpose of this study is to investigate the writing identities constructed in the Further Education and Training (FET) Phase and the ways in which these identities either strengthen or impede academic writing at university. Success at university is predominantly dependent on students' ability to express their ideas through writing academic essays or assignments in most faculties. However, studies over the past decade highlight the inability of many South African learners, especially those for whom English is not a home language, to succeed at universities. The poor performance of such students is often linked to the lack of adequate preparation in the FET Phase, which is grades 10 to 12, the grades prior to entering first year undergraduate programmes. The significance of this study is that it sheds light on the discourse features of policy, texts, pedagogy and assessment in the FET Phase and the consequences of these for the construction of writers' identities. Further, it foregrounds the ways that policy positions teachers, learners and learning despite diversity in school cultures, identities and histories, and more importantly the ways that unique local pedagogical contexts construct writer identities as a bridge towards engagement in academic essays and the discourses valued at higher institutions. The intention was thus twofold: on the one hand to understand the writer identities constructed in the FET phase and secondly to shed light on the ways that these identities intersect with academic writing, in an attempt to inform first year writing programmes at universities. This was an ethnographic study that included participant observation, interviews with teachers and document analysis of national curriculum policies, grade 12 English Additional language external question papers and first year student texts. The participants were two grade 10 English classes from two schools with different profiles in terms of learner background, linguistic repertoire, and socio-economic circumstances. The rationale for focusing on grade 10 is that it is the first initiation point into the FET Phase and as such an important site to investigate the ways in which writing identities are activated. I thus ‘shadowed’ these learners for two years, up to the end of grade 11. Finally, I analysed first year student texts produced by learners from these two schools in their first year of study at a Cape Town university. In order to engage with my data, I first drew on Bourdieu's concepts of field, habitus and capital, to illuminate the ways in which national policies constructed theories and pedagogies of language teaching and learning, and positioned teachers, as well as the consequences of these policies and positionings for constructing sound writer identities. I then focused on the different organizing practices at the two schools, in order to foreground positionings enacted in local contexts. As a result, the study sheds light on the ways that writer identities were activated at two secondary schools in Cape Town, both of which served a previously disadvantaged population but with one classified as poorly resourced while the other enjoyed the status of a well-resourced school. My study centred on the visible and invisible curricula, the differing kinds of cultural capital they produce and the conversion of this capital into other forms of cultural and symbolic capital (such as access to university) which may eventually be converted to economic capital in the form of access to well-paid kinds of employment. Secondly, I drew on Systemic Functional Linguistics, with its conception of language as socially produced and politically situated and its development by the 'Sydney school' into genre-based pedagogy, as an analytical lens to unpack the language learning and teaching theories underpinning policy documents. This lens was also useful for evaluating the extent to which curriculum, pedagogy and assessment tools inducted learners into the key 'genres of schooling' (such as information report, explanation, and argument) that are necessary for success across the curriculum at school and university. Most importantly, it allowed for a rigorous linguistic analysis of first year student scripts and the extent to which writers managed the three metafunctions, ideational, interpersonal and textual. These metafunctions are the basis for coherent, well-structured, genreappropriate writing. The study found that mismatches between policy framing and the way that writing was taught and assessed in the FET Phase resulted in massive gaps between the writer identities constructed in the FET Phase and the first year writer identities valued at universities. Findings help to pinpoint some of the reasons why particular learners manage to make the transition into tertiary study and why a large number of learners studying through English as an additional language either fail to gain access into university or fail during their first year of study. Finally, findings pointed out the effects of post democracy curriculum shifts and national examinations on classroom discourse and pedagogy, especially in relation to constructing enabling writer identities, and more importantly on the ability of learners making the transition into university to produce academically valued texts in their first year of study.

This thesis describes several techniques for the optimization of the manufacturing of relief diffractive structures used as optical elements by Electron beam lithograph BS600 in the Electron beam laboratory of the Institute of Scientific Instruments of the Academy of Sciences of the Czech Republic. The Electron beam lithograph BS600 was originally developed and constructed in the Institute of Scientific Instruments of the Academy of Sciences of the Czech Republic for Tesla in 1983, but is still developing, which was published. The Electron been lithograph BS600 is specific in these days because of its accelerating potential and is unique in the world because of the possibility to shape the beam. The optimization of manufacturing of relief diffractive structures, used as optical elements, was mostly reached by analysis, bringing optimal solution for the required effect. Moreover, an algorithm was developed for driving the electron beam position, shape, size and the time of each elementary exposition. The analysis showed that is convenient to use mathematical description of separate lines of diffractive structures. A separate subject was carried out for the calibration of the exposition field of the Electron beam lithograph BS600.

The thesis analyzes ethical aspects of intercultural dialogue in the context of postsecular society and Western philosophy, as depicted in the novels and short stories of Dutch author Michel Faber. Analysis focuses on the theory of dialogue as presented in the works of Charles Taylor, Terry Eagleton, Olivier Roy and Ulrich Beck. The literary works of Michel Faber can be seen as examples of applying ethics in the context of personal and social narratives in contemporary culture. Faber does not proclaim his belief in Christianity; however, he works with religious motifs in the context of the postsecular situation of the globalized world, in which religion returns to take part in the public debate and affirmation of its legitimacy. Faber respects the legitimacy of religion the ethics of otherness, typical of the characters in Faber's works, is therefore the ethics of relationship quality, basic value orientation, and the search for the horizon of the meaning, which corresponds with the ethics of dialogue within the Christian tradition.

The purpose of this study is to explore the writer identity of four preservice teachers from a large midwestern University. I utilized the narrative inquiry methodology. I interviewed participants four times: Once in January 2019, January 2020, March 2020, and May 2020. I also asked participants to submit a visual metaphor and reflection. Additionally, I observed participants teach in the secondary classroom. Primarily, the findings reveal that participant writer identities largely influence their secondary writing pedagogy. The findings also indicate that participant writer identities were strongly influenced by their k-12 English teachers. Lastly, the findings suggest that participants experienced trouble navigating tensions in writing instruction. The implications suggest that teacher educators can highlight identity work in teacher education courses to strengthen writer identity. Similarly, I recommend in the Implications section that teacher educators design activities to strengthen preservice teachers’ writer identities so they can strengthen the writer identity of future secondary students. The implications also underscore how teacher educators can highlight the tensions that preservice teachers may encounter as a secondary writing instructor, and how to navigate such tension. This study complements the research on writing teacher education and provides new possibilities to effectively prepare writing instructors.

Lágin (pron. laoyin)  is an old Icelandic word I came across in my great grandfather’s writings. Lágin translates to a dip in the landscape but in regards to my project, Lágin is the name of a writers retreat I've designed by the farmstead Hali in Suðursveit, Iceland. The retreat partly builds on the legacy and philosophy of my great grandfather, Þórbergur Þórðarson. Born in 1888 and died in 1974, he is one of Iceland’s most beloved authors and poets. In addition to that source material, I reference the unique architectural heritage of Iceland for much of the project’s atmosphere, material pallette and architectural logic. Lágin allows for 10 guests while housing a staff of two. One staff member to organize the operation and lead the guests in their yoga, meditation and exercise rituals. The other staff member tends to the retreats’ vegetable garden, cooks meals and handles general daily functions. An established resident writer will periodically stay at Sléttaleiti, a nearby house owned by the Writers’ Union of Iceland. That writer will come by Lágin for organized meet ups with the guests to guide and progress on their work through private conversation.

Love and Suffering in Mechthild of Magdeburg’s workThis study asks how love and suffering are expressed in Mechthild of Magdeburg’s The Light ofthe Flowing Godhead, with an emphasis on how the two are connected. What do the two termsmean and how do they influence each other and Mechthild’s understanding of them? Empirically,this study is based on Mechthild’s book, which was composed between about 1250 and 1283 inseven parts and distributed even while Mechthild was still working on later parts. The study alsodraws upon modern research to explain the wider religious contexts in which Mechthild wasworking, such as the clerical understanding of suffering as a means of contrition, and the use ofromantic and erotic metaphors to express a relation to God. In accordance with this, both love andsuffering are found to have shifting meanings depending on their respective contexts. Both havethe ability to bring humans closer to God, but, if used for the wrong purpose, can separate thehuman entirely from God. However, a shift in focus can be found over time. While the concept oflove becomes less allegorical and more abstract, the concept of suffering becomes more prevalentand central for Mechthild’s understanding of life and spirituality. At the same time, Mechthild’spositive relation to her faith and its power remains mostly unchanged.This study shows how Mechthild understands and interprets the themes of love and sufferingas a lay sister, woman and human being. Using Barbara Rosenwein’s term “emotionalcommunity”, Mechthild is found to be part of such a community, tying together academic religiousunderstandings of suffering and female mystics’ understandings of love. By examining one thinkerand drawing possible connections to a bigger, as of yet mostly unexplored, community, itcontributes to the overall picture of medieval mysticism.

This is a biographical study of Elizabeth D. Kane (1836-1909), travel writer and wife of Thomas L. Kane, non-Mormon friend of the nineteenth-century Mormons of Utah. Primary source materials are mainly Elizabeth's fourteen diaries (spanning the years 1853 to 1909), letters and narrative accounts. Elizabeth was greatly influenced by Thomas, while maintaining her independence. She was interested in religion and feminist issues, and those interests, combined with her marital relationship, shaped her life's direction. Thomas Kane's interest in the Mormons also influenced Elizabeth's religious and feminist views, and she initially struggled with accepting Thomas's work for them because of their practice of polygamy. When Elizabeth went to Utah in 1872, her religiosity, feminism, and marriage provided the context in which she wrote her travel accounts, Twelve Mormon Homes (1874) and A Gentile in Utah's Dixie (1995).Elizabeth and Thomas had a companionate marriage. Theoretically they were equal partners, but Thomas often acted as Elizabeth's mentor, introducing her to well-known feminists, encouraging her to attend medical school and develop her writing talents. Religion was important to her, particularly as she tried influencing Thomas to join her Christian (Presbyterian) faith. Elizabeth thought about the Women's Rights movement and wrote her own ideas regarding women's role, endorsing feminist concepts like voluntary motherhood and addressing issues like polygamy and the double moral standard.This study analyzes Elizabeth's travel accounts which provide information on rural Utah and Mormon polygamous women from the perspective of a trusted outsider. During her Utah visit, Elizabeth changed from being resentful of the Mormons because of Thomas's devotion to them, to being friendly towards them. After Thomas's death in 1883, Elizabeth worked as a local leader in the Women's Christian Temperance Union and was a prominent citizen of Kane, Pennsylvania, the town which she and Thomas founded in the 1860s.This study is important to women's history because Elizabeth represents how many nineteenth-century women became more independent and socially conscious. It is significant in Mormon history because of her her travel accounts and because her writings provide information on the important relationship between Thomas L. Kane and the Mormons.

No description available.

No description available.