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This essay aims at analyzing how to work with factual texts with early-age pupils. I analyzehow four elementary school teachers work with reading and understanding of factual texts. Inthis survey, I study the context in which teachers work with factual texts and when theychoose to introduce them to the pupils. I also looked at what reading strategies teachers usewhen reading factual text with their pupils. As my main method, I have used interviews and Ihave collected and analyzed material relevant and useful for my study. The four informantschosen for the survey are active teachers and have worked in the profession for at least tenyears to gain a breadth in their experience. They work at two different schools. My studyshows that factual texts are an important part of the teaching for my informants, but there is adifference between the schools. One school works continuously with a genre goal and has agreater awareness of reading factual texts than the other school has.
The purpose of this essay is to examine how teachers can develop motivation within upper secondary students for reading comprehension in the school subject of Swedish. Some aspects are examined in relation to the purpose of this essay such as both of the target groups' attitudes and views towards reading comprehension, reading and motivation as well as similarities and differences between them. This essay also shows what kind of reading habits upper secondary students and Swedish teachers have in and outside of upper secondary school. Gender is an underlying factor that is examined in relation to the previously mentioned target groups. Two surveys were handed out to upper secondary students and Swedish teachers. They had to reply qualitative and quantitative questions with a focus on motivation in relation to reading comprehension based on different perspectives. The result showed that there are different ways, such as literary variation and an engaging approach, teachers can use to develop motivation within upper secondary students for reading comprehension in the school subject of Swedish. Both of the target groups believe that an active participation amongst each other in the classroom is important in order to express motivation towards reading comprehension and reading. The majority of them has a positive attitude towards both of the areas with the opinion that it is important to read and understand different texts because as a reader you receive new thoughts and perspectives as well as an increased vocabulary. Furthermore, upper secondary students and Swedish teachers have different views on how they experience and if they are motivated towards areas in the school subject of Swedish that involves reading comprehension and reading. One example is that both of the areas are important in order for students to develop positively for their future working life or future studies. The majority of both target groups are also able to see the positive sides of reading comprehension and reading despite varied reading habits in and outside upper secondary school, such as the fact that students prefer young adult literature while teachers enjoy non-fiction.
The purpose with this essay is to, based on different examples of youth language, examine upper secondary students' and Swedish teachers' attitudes to and usage of youth language in and outside upper secondary school with a focus on oral language production in the school subject of Swedish. This essay will also focus on if and how upper secondary students' accomplishments in the school subject of Swedish are affected by their usage of youth language as well as what kind of view that upper secondary students and Swedish teachers have about this and about the opposite group's usage of youth language. Two underlying factors, as in gender and age, will also be examined in relation to the previously mentioned target groups. Two surveys were handed out to upper secondary students and Swedish teachers. They got to answer qualitative and quantitative questions about attitudes to and usage of youth language. The result showed that upper secondary students use youth language more than Swedish teachers, both in and outside upper secondary school, for example through slang, curse words and discourse markers. Both of the target groups have different attitudes to youth language where Swedish teachers consider that it is limited while upper secondary students believe that it creates solidarity. Swedish teachers and upper secondary students also have different opinions about the fact that students' usage of youth language might affect their accomplishments in the school subject of Swedish. However, the majority of both target groups believe that it has a negative influence. There are also similarities and differences between both target groups' views on the counterpart's usage of youth language. For example, the Swedish teachers believe that youth language can be innovative while upper secondary students express that it is embarrassing if their teachers try to use youth language in the classroom.
In Pride and Prejudice by Jane Austen, gender roles and gender expectations relate to class differences in a system of social convention which operates to delimit all of the characters - men and women, rich people and less privileged people - to a greater or lesser extent, in a way which reflects actual class and gender structures in England around 1800. The most important strain of social commentary on gender and class in the novel is constituted by the characterisation of Elizabeth Bennet. She is associated with intelligence in a way which is vital to her successful breach of gender and class conventions. This essay starts out from Susan Morgan's "Intelligence in Pride and Prejudice" and will extend her arguments in my reading of the novel to prove that Elizabeth's intelligence allows her to transgress social conventions related to gender and class more successfully than other characters and arrive at a happy ending despite having defied social convention. A number of other characters also represent a breach of class and gender conventions. Lydia Bennet elopes with Mr. Wickham, which at the time was considered scandalous. Mr. Darcy tries to ignore his affection for Elizabeth but fails to do so. In comparison to the unconventionality of Elizabeth, who manages to overcome every obstacle by relying on her intelligence in a way which also benefits Darcy and secures a happy ending for him as well, their transgressions are not as successful.
Despite the extensive research on slavery during the antebellum, few authors have investigated the connection between the Mississippi river and its importance and status as a symbol of freedom throughout The Adventures of Huckleberry Finn, written by Mark Twain. Therefore, this essay attempts to analyze just how much the river actually meant for Huck and Jim during their journey towards freedom. The methodology of this analysis is based on a qualitative content analysis where categories are created and put it in relation to the historical and political landscape the novel presents. By investigating how the river functioned as an optional escape route that would lead the slaves far away from the notoriously bad treatment on the cotton fields, as well as the dangerous riverside settings which involved several risks for both Huck and Jim, this essay concludes that the river does not only work as an escape route away from captivity and civilization, it also provided the characters with a comfortable and safe home which alone could symbolize liberty.
Research shows that students largely work individually in math books and a lot of literature suggests that students' interest in mathematics decreases with age. As the source for the choice of my research is an interest in how the tasks and information in the textbook contributes to student motivation and desire to learn mathematics. One way to examine this is to find out what students think about the information in the mathematics textbooks by allowing them to describe the characteristics of the data that they are motivated by. The survey will contribute to the knowledge about the types of tasks which, according to the students, is more motivating to them than others. It provides a knowledge that teachers can weigh into their choice of textbooks and other teaching resources. The purpose of the study is to examine the characteristics of mathematic tasks students in second grade will find motivating. The information contained in the students' regular teaching materials and students' stories or descriptions are the starting point for the study. My research question is: what characterizes mathematic tasks that students experience that is motivating to learn math? The research strategy and research design is qualitative study. Information collected from interviews at a certain time. Of the result and the analysis I have concluded that what characterizes a motivating task is based on the difficulty of the tasks.
This essay is a comparative study of two youth novels with bullying as a motif. The novels are Vi kallar honom Anna by Peter Pohl and Gilla Hata Horan by Johanna Nilsson. Bullying at school is an ever present problem for students, teachers, parents and school management. The society is obliged to provide a safe and equal environment where every student is included. The school system of today take actions to prevent bullying. I believe literature could play a part in that work. The purpose of the essay is to examine similarities and differences between the texts in how bullying is described 60 years ago, and the bullying that exists today and often takes place on the Internet. I also plan to use the result in literature classes. I have in my analysis used a comparative method, and biografic science where focus lies on what the author wants to say with the text.
My analysis shows that the texts displays many situations that relates to science. There are many similarities and differences between the texts, but the biggest difference is the description of how teachers and management looked at bullying in the 1950s, compared to today. Another difference is the description of how bullying today takes place around the clock, compared with how bullying mainly took place during school time 50 years ago, differences that clearly is stated in the novels. Back in the day you knew who the persons that performed bullying was. Today you can be anonymous, which makes it hard to know who is behind it. Both authors have their own experiences from bullying with a time difference of 40-50 years. Despite the time gap bullying is described with essentially the same universal components in cause and effect.
Keywords: Bullying, study of motifs, comparative, intertextuality
The aim of this study was to examine how Swedish compound nouns are translated by the machine translation program Google Translate. In order to conclude what main types of mistranslation occur, different texts were first translated by the program; all compound nouns were then listed and analysed, and the mistranslated compound nouns were categorised in accordance with the manner of mistranslation. The study was also working from a hypothesis that the frequency of a compound would affect the chances of getting a correct translation. To test this hypothesis, queries were run in a Swedish corpus to get an estimation of how frequently used the compounds are. The results show that mistranslations could be categorised into four different types, and that the most common types of mistranslation were omitting part of the compound, and translating reoccurring compounds inconsistently. The hypothesis that compounds with high frequency in the corpus would be correctly translated, while compounds with low frequency would be incorrectly translated, could not be conclusively confirmed or refuted. Although there was some indication of a link between frequency and translation accuracy, the connection was not clear enough to claim that there is a correlation.
The ways in which someone's first language (L1) influences his or her second language (L2) to create errors, that is negative transfer, is a topic that has received much attention in the field of Second Language Acquisition (SLA). Previous research has suggested that negative transfer is responsible for many errors. The primary aim of this study is to investigate article and preposition errors in the production of Swedish learners of English and to discuss these errors in relation to negative transfer. The secondary aim is to compare transfer errors by L1 Swedish and L1 Portuguese learners of English.
The first and main part of the study is a corpus investigation of the written production of 80 students in upper secondary school (high school). The second part is a multiple-choice test constructed to provoke transfer errors. It was distributed to students in upper secondary school in Sweden and in Brazil. The results from the corpus analysis are largely in line with those of previous research, for example with regards to how definite article errors are more common than indefinite article errors, and how contexts with definite articles and generic noun phrases seem prone to create transfer errors. The corpus study also shows that substitution was the most common preposition error and that many transfer preposition errors supposedly were caused by direct translations. Through the multiple-choice test, the degree to which the first language had an impact on individual errors could be revealed. All in all, the study reveals several aspects of negative transfer that perhaps a single-language investigation could not, because it is in the comparison of English-learners with different L1s that the most interesting results occur.
The purpose of this study is to investigate the attitudes of Swedish elementary school teachers when it comes to homework. Do they use homework in their classes? What are the reasons that they use homework? What kind of homework do they use? The study also check if there are teachers that don ́t use homework and why they don ́t.
The method at use is a survey where elementary school teachers answer questions about the use of homework. The survey were posted in a Facebook-group for elementary teachers. Except for the questions about homework there were some background-questions. Based on the answers a result were acquired.
The results of the survey were that a large majority of the teachers that answered use homework. Even though they are not regulated in any of the governing documents available for the Swedish school. The main reason why homework is used by a large majority is to help the children enhance their reading ability.
The aim of this study is to examine arguments that have occurred in the debate concerning de, dem and dom during the past three years in Sweden's six biggest newspapers (Dagens Nyheter, Expressen, Göteborgs-Posten, Aftonbladet, Svenska Dagbladet och Sydsvenskan, this according to Tidningsutgivarna [TU]). The arguments are collected from articles via the article search tool Retriever. Different search strings were tested in Retriever's search field in order to find articles regarding the dom-debate. Eventually the search strings and phrases "de och dem", "de/dem" and "dom-debatten" resulted in most hits. Based on specific selection criteria, 26 articles remained. During the same period of time, the study also set out the examine which of the pronouns that are most used in written language: the informal version dom or the formal version de and dem, using Språkbanken's concordance tool Korp. In this way, the study demonstrates a connection between the arguments that occur in today's debate and the actual user statistics. Furthermore, the results are also compared with Språkrådet's recommendation regarding these pronouns. As such, the results in this study present the debate's temperature and the pronouns user statistics, which eventually lead to conclusions about the current de-dem-dom-climate. Content analysis of the arguments and user statistics revealed that de and dem are used more frequently than dom in written language. It also concludes there are more arguments supporting a continuing use of de and dem in media during the last three years, compared to arguments supporting a dom-reform during the corresponding period of time.
The concept 'mess-understanding' has circulated in online media and is so prevalent that it is now included in the Urban Dictionary. The folk concept of mess-understandings is a pun for misunderstandings arising in an online media context. Posting one's own or others' miscommunication and/or typographical errors has grown to be a popular way of sharing humor via cross-platform sharing on the Internet. The aim of this paper is to analyze short message service (SMS) dialogues shared in social media, with a special emphasis on those with the highest degree of 'shareability' and/or popularity. The study specifically focuses on understanding linguistic and communicative reasons behind these dialogues being treated as humorous by users. As such, the study aims to shed light upon current cultural conceptions of communication and humor. Data was collected from the photo sharing website Pinterest from users who had posted or reposted 'screen shots' from their own or others' SMS conversations. In order to collect as much valuable data as possible, a manual search strategy was developed with three different word strings which resulted in a corpus of 160 dialogues. Content analysis of the data revealed certain recurrent humor themes, such as allusions to sexual conduct or bodily functions, generation gaps, technology difficulties, and lexical ambiguity.
This study's aim is to examine which arguments that occur, in three popular teaching aids in upper secondary school's grammar education, to learn grammar. The study is carried out through a comparative teaching aid analysis of three common teaching aids that deal with grammar, based on 20 teachers authentic choice of teaching aids. Through these teaching aids, a compilation of the arguments is carried out. Furthermore, the study also consists of a questionnaire that aims to examine student's outlook on these arguments, but also their perception on grammar's relevance and utility in school's education. The students get to describe if they think that the teaching aid's arguments are legitimate. To combine a study of which arguments that occur in popular teaching aids of why students should learn grammar, with a questionnaire of student's outlook on these arguments, thus show if students find the teaching aids' arguments to be justified – hence can we know if the argument holds according to the students. It is highly relevant to examine how popular teaching aids motivates students to learn grammar, since previous research show that grammar education is faced with big problems, like for instance student's ability to understand grammar's relevance and usefulness in relation to school. The study's result shows that the majority of the students actually consider grammar to be important – but also that they think that grammar is boring. Furthermore, the study also shows that the majority of the students consider nine out of the ten arguments to be legitimate. The study moreover shows that the majority of the students, after taking part of the arguments, thought that grammar was important even before they saw the teaching aid's arguments, and almost one third answered that the arguments had helped them realize the importance of grammar.
This essay aims to examine the scapegoat motif in Birgitta Trotzig's novel En berättelse från kusten (1961). The important part is to study how the scapegoat motif is portrayed in the novel, how the plot leads to persecution and final sacrifice and how it is related to the novel as a whole. I discuss the term scapegoat through the French theoretician René Girard, who developed some criteria to be met in order to the scapegoat motif to work. The essay results show that the three stages in Girard's theories exist in the novel. At first a great disease that causes children of almost every family to die and it makes the society to slowly collapse. The frustration leads to a search for a cause to the disease, however not the real cause, rather a crime and someone to blame. Someone, is not just anyone, the person has some distinctive victims markers. The scapegoat, Merete, is both socially and physically aberrant and that makes her the perfect scapegoat. The result shows that her death is a ritual reconciliation that ends the chaos and makes people free of the guilt they felt. This motif is also a part of a bigger reconciliation theme. Everything seems to weave into a pattern that requires suffering and great sacrifice to achieve reconciliation. Both the city and the monastery's restoration required suffering where Merete and Apelone both suffered and died to save the whole nation from perish.
This essay discusses how three textbooks in literature are dealing with the core content of the syllabi for Svenska 1 and Svenska 2 as well as how the textbooks relate to principles about good learning material formulated by textbook researcher Tom Wikman. I have formulated two main areas of research based on his principles. The essay looks at how the textbook enable to activate students and secondly how the textbooks relates to students different prior knowledge. I have chosen secondary school textbooks that are issued after 2011 as they will be able to relate to the new curriculum GY11. The textbooks Hej litteraturen! (2013), Svenska impulser 2 (2012) and Svenska timmar litteraturen (2012) has been analyzed. In my analysis many similarities and differences between the textbooks has been made visible. The textbooks focus on the reader and the entertainment factor. The personal, and often direct, speech to the reader permeates the three textbooks. All textbooks is about the entertaining aspect of the paratext, Svenska impulser 2 are visual with pictures and illustrations, Svenska timmar litteraturen have an author's voice and Hej litteraturen! have a storytelling presentation. Svenska timmar litteraturen and Svenska impulser 2 have advanced sections and tasks of different levels of difficulty, making it available to students with different previous knowledge. This level difference is not, however, in Hej litteraturen! Students' knowledge is still taken into account by all textbooks by relating historical facts to everyday facts that students probably are aware of. All textbooks provide a chronological presentation of the history of literature and mainly contain the core content (centralt innehåll) of Swedish courses. However, there is no section on contemporary writings and authors in Svenska timmar litteratur and Hej litteraturen! Danish and Norwegian literature in the original language is also absent; however Svenska impulser 2 and Svenska timmar litteraturen have extra content in the form of anthologies that contain texts of that kind. In essence, it is the Western culture that is the focus, with some exeptions.
This study aims to give an account of five teachers' views and understandings of second language (L2) learners' previous knowledge, as well as, their linguistic and cultural backgrounds. This is carried out by the means of qualitative interviews, where the sampling consists of five primary school teachers at various schools. The findings are presented and analyzed using a thematic analysis. Furthermore, the study indicates that teachers in general have a positive attitude to learning more about their L2 learners' prior knowledge and backgrounds, both for the pupils, as well as, their own sake. However, they know very little about it, and there are shortcomings in the knowledge of what the appropriate approach might look like in order to find out about this. Lastly, the study also shows that teachers strive to become better at identifying the L2 learners' backgrounds and previous knowledge.
The aim of my study is to investigate the position of oral communication in today's schools. I am interested in the teachers' perceptions of oral communication when it comes to teaching and also how oral communication relates to writing. Several different sources describe the subject from different angles to create a clearer picture of past opinions and knowledge. The survey is conducted through the qualitative method of interviews. The theoretical starting point is based on Vygotsky's sociocultural perspective and stresses that learning is an active part through interaction between development and education, placing great responsibility on the teacher. The results are analyzed and it appears that it is difficult to determine how the verbal communication relates in school. It appears that teachers lack education in rhetoric and show thus a lack of oral communication in teacher training. The teachers interviewed emphasize, however, that work on oral communication is important for students' expression and understanding. Regarding the oral and written communication, they [?] emphasize theat interaction between these forms is important for students to develop.
The purpose of the study was to describe how teachers interpret information in curriculum about the term worldview, and how they plan and perform education. The term worldview describes as a ground experience about humans' worldviews. Humans can have different experiences in religious and non-religious meaning. Humans view on existence and the world, could be from a worldview. The term worldview includes many questions about why we exist, how humans are, what society stands for and the belief in "higher power". International research from the 70th showed that there is not an equivalent term for the word "livsåskådning" (worldview). In the curriculum Lpo94, describes how education active can promote humans equal value. In the curriculum Lgr11 describes how humans view on life had changed and still is. Religion and worldview is central terms in education of religion, because they are important for the human culture. In society of today we live in diversity and with increased knowledge we understand each other better. In education in religion will pay attention to how human in religious traditions lives and express their beliefs in different ways. In curriculum Lgr11 describes how the pupils should have abil- ity to develop and reflect over their questions of life, identity and approach.
In education are discussions about what may affect pupils understanding to religion and their worldview. There is negative aspects with teachers decisions about content in edu- cation when teachers themselves have an own worldview and interpretation that they think are important. This could lead to that the pupils not have ability to develop their own worldview.
The connection between worldview and didactics shows how pupils should be given space to create their own choice between different worldviews. Education in religion should provide pupils knowledge about different worldviews. The pupils are often given knowledge about world religions and a fast review about worldviews. Non-religious worldviews constitute a part of the subject of religion in different forms of rituals and culture.
The study is built on a qualitative design, which means to develop deeper understanding of the subject. This study is based on interviews with three teachers in elementary school, 4-6, who teaches religion. The interviews was performed with semi- structured, audio recording interviews with opened supplementary. After the interviews the material was transcribed directly by the author. The text was read several times to find similarities and differences in the teacher's description of the term worldview. The result are divided in categories that connect the interview questions. Four categories showed: The term worldview, Teachers description of the term worldview in the curriculum and Teachers interpretation of the curriculum and also planning and implementing of their education current worldview. In the category teacher's interpretation of the curriculum and also planning and implementing of their education current worldview are divided into five subcategories: interpretation, implementing and teacher's description of the pupils and teachers team. The result showed that informants did not have awareness about the term worldview and did not have time to educate about the term in the subject religion. The study also showed that the teachers thought it were difficult to discuss the term with the pupils their worldview though it could perceive as sensitivity.
The purpose of this study was to investigate how factors such as the home environment and children's social and emotional relationships might affect the literacy development, especially if children who live in a dysfunctional environment are at risk of further reading- and writing difficulties. I have been inspired by triangulation, and have used three different kinds of qualitative interviews for the study. Due to the restrictions of the size for this study, I have had to limit the amount of interviews and have conducted interviews with two adult survivors using unstructured conversational interviews, which share many similarities with regular life stories. I have also conducted a semi-structured interview with a teacher for special needs education. The results of the study showed that a child's environment, culture and past experience can inhibit or support the literacy development. For those children who live in a dysfunctional environment, the literacy development affects negatively because of the lack of security, motivation, support and structure, important things which a child needs. This kind of environment is causing emotional and concentration difficulties because the mind is focused on other things than school work, which inhibit the learning.
This master thesis focuses on teaching in reading comprehension strategies and genre knowledge. The study is based on research that shows that education in these areas is important for students' development of reading comprehension. Reading comprehension in itself is the basis for future knowledge acquisition and further studies. The purpose of this study is to investigate how teachers, active in the range from pre-school classes to third grade classes, works explicitly with reading comprehension strategies and genre knowledge.
The research is based on a web-questionnaire survey of all teachers for current grades in the subjects Swedish, Mathematics, Social studies and Science/Technology. It is limited to investigating a municipality in southern Sweden.
The results are coherent in such a way that the majority of teachers asked consider themselves to educate explicitly in reading comprehension strategies. Slightly fewer participants consider themselves to educate explicitly in genre knowledge. Also, based on the answers given by the participants, it turns out that both reading comprehension strategies and genre skills are less taught in this municipality compare to what is recommended according to science.
The purpose of this study is to show the importance of task texts for students in grades 5 when solving mathematical problems. It was conducted in a class 5 (where the children are 11 years old). The pupils were assigned two different tests with mathematical problems; one where the problems were described in text and one where the problems were presented with numbers and mathematical signs. Previously done research, done on bilingual children, (Bernardo, 2002) shows that pupils tend to do better on mathematical tests when no text is presented. My research supports that theory even though the correlation is not that strong. The big discovery laid in the fact that boys tend to perform significantly lower results compared to the girls.
This paper compares and contrasts how linguistic transfer has been incorporated in English course books for year 7 and year 11 in Swedish schools. This study has focused on finding explicit and implicit reference to transfer and interference in English course books for Swedish students by identifying references from the authors where they have pointed to similarities and differences between Swedish and English. The results of the study showed that comparisons between the languages were used in all books, but explicit references were more common than implicit references. Of the four different linguistic levels (pronunciation, grammar, vocabulary, pragmatics) examined in this study, grammatical comparisons were the most frequent. However, the authors of the books for year 7 used more comparisons between the languages than the authors of the year 11 books. One conclusion that can be drawn from the present study is that it is up to the authors of the course books to decide to what extent they should compare and contrast the two languages, since the national curricula for the subject English give no indications of how the subject of transfer should be dealt with in language acquisition.
This study aims to find out how a selection of teachers think they work with literacy development in compulsory schools early ages. The aim is to give an insight into the teaching of reading comprehension can look like in practice, what role teachers believe that the caregivers have in their children´s literacy development and get an insight into how teachers motivate their students to want to read. The study is conducted through qualitative semi-structured interviews with four teachers based from the aspect that gain knowledge of how informants perceive their social reality. The survey shows that in common reading teachers model reading strategies to the students, then the student practice using them on their own. Reading strategies help students to consider texts at different levels. In accordance with the sociocultural perspective, the teachers in the study mean that the discussion may have access to new experiences and opinions, which help one to develop a new understanding of the world around them. The teachers find that caregivers' involvement in children's reading is of great importance to reading development. Motivation to read comes from considering the students' interests and when students understand that reading is important for them.
The aim of this study was to examine what methods Swedish teachers of English use to give feedback on students' written production and what factors influence them to choose these methods. An additional aim was to find out what teachers' experiences are of digitalization in relation to feedback on students' written production. Five semi-structured, qualitative interviews were conducted with five certified English teachers who were currently active in upper secondary school. The results showed that the teachers used different methods when giving feedback on students' written productions. Nonetheless, all of them mostly use formative feedback in the form of written comments. Four out of five respondents let their students submit texts through digital tools, Itslearning or DigiExam, but then printed them and handed them back with handwritten feedback of different sorts. One respondent gave all feedback electronically. When the teachers chose their methods, the most influential factors were available time, lacking student engagement and the fact that the school management team chose which digital tools that should be used. The fact that no teachers were involved in the decision about which digital tools should be used severely limits teacher autonomy and may be the reason why at least two of my respondents did not want to use these tools, which in their experience do not meet their feedback needs.
The purpose of this study is to investigate parental perceptions of the significance of reading aloud for children ́s reading development at home and in school, and the interaction between home and school in the area concerned. The aim is also to examine if the parents ́ socio- cultural background influence their perceptions. The study was conducted in cooperation with a project that took place in the first grade at a public school in Sweden, which aimed to strengthen the cooperation between home and school.
The socio-cultural perspective forms the study ́s theoretical basis and its methodological approach is based on phenomenology. The empirical data consist of a survey and qualitative interviews with the intention to get to know the parents ́ own perceptions. As for the informants involved in the study, they have been selected among the parents of the children who are participating in the first year of the project.
The study highlights that the parental perspective has largely been lacking previous research. The results of the study indicate that the parents ́ socio-cultural background does not have any significant impact on their perceptions of the significance of reading aloud for children at home and in school. Parents perceive that reading aloud at home and in school and a collaboration between home and school are important for children ́s reading development. The study also finds that the parents see themselves as important actors when it comes to reading aloud situations, which in itself beneficial for the children ́s reading development.
This essay focuses on the alienation experienced by Rusty-James in S.E. Hinton's Rumble Fish (1975). It more specifically centers on the causes of his alienation and how the alienation is illustrated in the novel. The analysis shows that the alienation Rusty-James experiences is caused partly by socioeconomic factors; for example his lack of hope for the future is closely connected to the fact that he belongs to a low socioeconomic class. In addition, there are also psychological factors, for example a childhood trauma. The alienation and its causes are mainly illustrated through the symbolism of the featured Siamese fighting fish and how Rusty-James' relationships are depicted.
Syftet med studien är att ur ett lärarperspektiv ge en inblick i elevers läsvanor utanför skoltid och hur dessa påverkar deras läsförståelse samt läsutveckling. Frågor som är både kvantitativt analyserbara och av kvalitativ karaktär har använts för att utforma en webbenkät som sänts ut i forum på nätet utformade för pedagoger och lärare. Resultatet visar framför allt en positiv syn till läsning oavsett vilket förmedlande medium det sker genom. Den textanvändning och de textmöten som sker på fritiden skiljer sig dock från skolan. De lärare som deltagit använder sig av flera olika läsutvecklande metoder i sin undervisning. För att elever ska läsa mer på fritiden krävs det ett aktivt stöd ifrån vårdnadshavare och från skolan samt ett samarbete mellan båda parter. Det är skola och föräldrar som skapar möjligheter för elever att använda olika sorters resurser och verktyg för läsning vilket kan begränsa användandet av nya pedagogiska möjligheter och möjlighet till andra sätt att lära.
The purpose of this study is to examine teaching methods to see if it is possible to develop new methods for reading comprehension. There will be a discussion which old teaching methods and modern methods are compared. The methods are used in this study are based on previous research in the area; I have also conducted two interviews with practicing teachers. The result that emerged is that the methods we use today are further developed methods of those we always had in the Swedish schools. The ongoing development of methods is mostly about developing the technical tools to facilitate students to practice reading comprehension.
Abstract The purpose with my thesis work is to provide information about the importance of reading aloud for children's future reading comprehension and inclination to read. Thru literature and resurge within the subject I highlight different effects that reading aloud can accomplish. Resurge within the subject shows that parents today read less to their children than earlier, a trend that seems to continue. To see how the reading aloud habits look like in an ordinary class my work contains a parent survey where these issues are to be accounted for in the results section. Even the pupils has participated in a survey with the aim to find out what they think about reading aloud and if someone read to them at home. The work also includes two interviews with teachers where their thoughts and practices are presented, teachers' opinions and practices are then connected to the literature on the subject in a discussion. The results of my survey show that reading aloud is so much more than just cozy. The literature and the interviewed teachers say that the purpose shows the many positive effects that reading aloud can provide. Teachers tell us that the purpose of their reading aloud is to give the students an enjoyable time, where they can unwind and just enjoy. They also talk about the goal of reading aloud is to arouse students' love of reading while the students get a chance to develop their thoughts and imagination. In the end, the teachers hope that reading aloud will inspire students to read to themselves. The work highlights a book project, which means that preschool children receive free books from the municipality. The project is paid for by the educational board of the municipality and has been going on for almost 20 years. Through the parent survey, I have gathered facts about how common it is to collect the free book and what the parents think about the book project. The results of my study do not match properly with the library results in the proportion of children who pick up their free books. According to the library fetches 80% their books while my survey shows that 65% pick up their free books. Parents who have not picked out their children's books gave several reasons for this; the most common answer was that they simply forgot it. The parents who picked their children books spoke positively about the book project, stressing the need on the importance of books for children.
The purpose of the study is to carry out three in-depth text analyzes with a focus on characters, and then relate the analysis to a didactic perspective. The study analyzes characters from three children's books; Dagspöket möter ett spöke, Örjan – den höjdrädda örnen and Edward Tulanes fantastiska resa. The selection of books is based on the fact that all three have animals as main characters. The analyzes are carried out with the help of close reading and tools linked to character descriptions and they focus on the character's characteristics, dynamics and its human characteristics. The place of analysis in the didactic space is discussed in relation to the narratology and the transactional perspective. The result shows that all the character analyzes generate discussion data regarding issues of fundamental importance, however in different subjects and scope. The discussion demonstrates the importance of the pedagogue having good knowledge about the text analysis and its concepts, mainly in order to be able to ensure in a competent manner the right book for the right discussion.
The purpose of this study is to find out how effective the methods of supportive conversations, the teacher's positive attitude, relation to the student, the student's self-esteem as well as failures and successes influence the students to become motivated within reading and writing in the Swedish language. The methods used are a questionnaire that active teachers have answered and two observations that show which methods an active teacher can use in the teaching. The result points to how important active teachers think that the methods are and if all these methods are really needed to be able to motivate a student. But the result also shows that most of the teachers that made my poll are unsure when it comes to how they will use these methods to create motivation. All the teachers who responded to the poll says that they want to learn more about how to motivate the students.
This essay problematizes how gay guys are portrayed in youth literature. The purpose problematizes the dichotomy of male / female and the subject of men / women. The goal is to introduce a non-heteronormative perspective in youth literature research on gender and queer. This is based on theories of Judith Butler, Tiina Rosenberg and R. W. Connell. The books that have been analysed are Ung, bög och jävligt kär, Regn och åska, and Ibland bara måste man (Boy meets boy). The novels are written in the 2000s. The novels are primarily no coming-out novels, the focus is what it's like to fall in love with the first person and the feelings around that moment. The analysis showed that three key themes: Identity, the situation of homosexuals and the society and culture influence. Protagonists construct their identity in the context of close friends, aesthetic, body and society.
The work also has a didactic purpose in which they demanded a greater awareness on the topic of sexual orientation in the school and is based on literature didactics as Louise M. Rosenblatt and Gunilla Molloy.
Reading aloud is something that is considered important for children's linguistic development, although I have experienced that reading is something that has rarely taken place in the teaching context I´ve found myself in. I therefore chose to study how the attitude to reading aloud looks among selected teachers at the lower secondary school. The purpose of my thesis is to investigate how often pedagogues use reading aloud. I also want to investigate how the pedagogues proceed with the selection of text or book for their reading aloud and how the educator connects his or hers reading to the curriculum. My choice to gather information is based on a selected framing of questions through three semi-structured interviews in which three teachers from grade 1, 2 and 3 participates. All educators practice reading aloud but the scope and purpose varies slightly. All participants share the same view of reading aloud, they say that it's important and meaningful. I've also used a survey to get a broader view of the topic. The result is clear; most of the pedagogues who participated in the survey uses reading aloud for their students, similar to the interviews the scope varied. My personal teaching experience thus differs from the results that the survey provides.
The purpose of this study is to describe how and why primary school teachers use the Kiwi method – especially in relation to reading difficulties. To answer this purpose, I conducted qualitative interviews with three primary school teachers. The interviews were transcribed since I made the estimation that they would provide with a more comprehensive material to the study that way.
The result showed that the teachers did not make any differences in their teaching regardless whether they were planning for pupils with or without reading difficulties. Adjustments were made to all pupils, to meet all their special needs. They did so since the Kiwi method advocates meaningful teaching, where reading should be rewarding already from the beginning. The Kiwi method's key stones are reading aloud, unified reading, guided reading and independent reading. All three of the teachers used these key stones in their teaching, but in different ways.
This paper explores how flouting of the Gricean maxims is used to create comedy in the television series Community. The aim of the paper is to find out what maxims are flouted the most to create comedy and what maxims the different characters flout in order to create comedy. The paper examines the use of flouts in different situations and explores in what situations the different characters flout the maxims for comedy. The paper is based on transcription of eight episodes of the series. The results show that the maxim of quantity was flouted most often, and some characters used more flouts than others. These results suggest that the use of flouts has to do with their different personalities, which is why some characters did not use as many flouts in order to create comedy, since it would not be in line with their personality.
The aim of this study is to shed light on the status of oral communication in school. I am interested in examining how teachers define oral communication, how they perceive their work to develop and strengthen the oral language of the pupils, and their attitude to oral communication in comparison to written communication. The study is qualitative and a socio-cultural perspective has been used as a theoretical basis, which is characterized by learning and development in interaction between individuals. The syllabus for Swedish in grades 1-3 stresses oral ability as fundamental to every human identity, social security, and therefore states that it should be a big part of teaching. Contrarily, it appears that the oral ability stands subordinate to writing skills. The results of my investigation shows that a teacher's approach to and knowledge of oral ability is an essential factor in the amount of oral communication in the classroom. The teachers interviewed are in favor of communication in teaching and are actively working to develop a reasoning among students, by advocating a positive group dynamics and a good social climate in order to strengthen all the students and their willingness to dare speak.
The purpose of this study is to evaluate teachers attitudes towards reading homework and their thoughts regarding feedback. The study will also be looking at what type of support pupils are given regarding their reading homework and homework in general. This study will also evaluate the teachers' thoughts on equality in connection with the pupils varying home conditions that affect how much support and help they receive with their reading homework.
I collected data for this study by using survey and interview methods. These two methods complement each other as they give a wide and in-depth-look at the questions in this study.
The results from this study show teachers attitudes towards reading homework as well as different forms of feedback that can be given. It also highlights teachers experiences when it comes to their schools homework support practice relating to reading and other types of homework that their pupils are given. Also included are the teachers' thoughts regarding equality when related to pupils varying home conditions that affect help and support related to reading homework. The word that best describes teachers' opinions on the current equivalent schooling is unfairness.
The impact of the first language on the second language has long been a vibrant and controversial issue in terms of second language acquisition. The impact or influence happens when learners learn a new language and transfer features from their native language to the new language. This paper investigates to what extent Bengali learners' native language influences their use of articles in English as a second language and whether there is a difference depending on the language of instruction (Bengali and English, respectively). To do so 20 essays from two schools, one teaching through Bengali and one through English, a total of 40 learner essays were collected and examined. The results show that Bangladeshi English learners are influenced by the noun forms in Bengali and their ability to use English articles hardly differs according to the type of school they attend.
This essay aims to get a glimpse into a specific group of teachers regarding what they think and how they use multimodal texts. By using previous research I wish to get insight in the concept multimodality and how it is used for teaching purposes. The research has limited the multimodality concept to only include text and image. When collecting my empirical material I used semi-structured qualitative interviews. The purpose of the interviews was to take part of the informants' experiences and opinions regarding the subject. Therefore in my selection of participants, I sought teachers with a variation of experience in the field. The teachers in the survey were very positive about the multimodal concept. They pointed out that they thought the image was important, that if they only would work with linear texts the pupils might consider it boring. All of the teachers participating in the study often used multimodal texts in their teaching. This study cannot show a representative picture of how all teachers think about and use multimodal texts in teaching, it´s restricted to the specific study group.
Arbetet syftar till att utveckla en djupare förståelse för hur en grupp lärare ser på användandet av skönlitteratur i undervisningen. Jag har undersökt hur åtta lärare använder skönlitteratur i sin undervisning samt i vilka syften den används. Genom att utgå från tidigare forskning samt litteratur har jag sökt djupare förståelse för hur skönlitteratur används i undervisningen i F-3. Genom kvalitativa forskningsintervjuer med ett antal lärare har jag samlat in empiriskt material för analys. Informanternas ålder och erfarenhet var mycket varierande och detta var också önskvärt från min sida eftersom undersökningen kan behandla skilda uppfattningar och erfarenheter. Min undersökning visar att lärare arbetar på olika sätt med skönlitteratur i undervisningen. Högläsningen är den typ av läsning som finns representerad i alla årskurser, undersökningen visar dock att ju yngre eleverna är desto större roll har högläsningen. Jag fann att lärarna var väl medvetna om skönlitteraturens potential och möjligheter i undervisningen inom ämnet svenska och att de såg mycket positivt på att använda sig av detta.
According to earlier research, first-person pronouns are used in academic writing for a multitude of reasons. In this paper, the aim is to investigate if first-person pronouns are used to different extents or with different functions in articles from highly ranked scientific journals and articles from less highly ranked scientific journals. The investigation is based on a corpus study of 20 highly ranked sociological articles and 20 less highly ranked sociological articles. The corpus data provide statistics for frequencies of first-person pronouns and frequencies of so-called genre roles, in accordance with Tang and John's (1999) model. The results reveal that the recounter genre role and first-person pronouns of all types combined are significantly more frequent in highly ranked articles in comparison to less highly ranked articles.
This essay focuses on the theme of the American Dream in relation to narcissism in Miller's Death of a salesman. The purpose is to demonstrate that a close reading of the main protagonist, Willy Loman, suggests that his notion of success in relation to the American Dream can be regarded as narcissistic. This essay will examine this by first observing how Willy´s notion of success is represented in the play, then look at how his understanding of it can be viewed from a narcissistic standpoint. The results I have found in my analysis show that there is a connection between Willy's understanding of success and his narcissistic behavior. He displays traits such as grandiosity, arrogance, need of specialness and denial of emotions. His relationship with other characters reveals his lack of empathy, manipulation and exploitation of others as well as his need of superiority and fear of inferiority. The conclusion is that Willy and his notion of success could be considered as narcissistic.
The purpose of this essay is to present the reader an analysis of Harry Potter as high fantasy and how Rowling has expanded on high fantasy norms which can be seen as a contributing factor to why the saga became such a global phenomenon. This essay will show the ways in which Harry Potter elaborates on the high-fantasy norms by analyzing its narrative elements (setting, narrative structure, characters, and language). The first part will be a brief introduction to high-fantasy and its norms while the second part will be an analysis of the novels in terms of these norms.
Society changed when it entered the 21st century when technological gadgets like the computer and tablets made our society technologically dependent. The aim of this study is to examine Swedish Secondary and Upper Secondary English teachers' attitudes towards computer use in the English classroom. The study was carried out by using a qualitative method: semi-structured interviews. A total of 17 teachers offered their thoughts on the subject. The results show that there are both differences and similarities between the Secondary school teachers and Upper Secondary School teachers. The Upper Secondary teachers have a much more positive attitude compared to the Secondary school teachers who have a more neutral attitude. The Upper Secondary School teachers are more positive because of the 1:1 initiative while the Secondary School teachers more neutral as a result of the limited computer supply, which was problematic whenever they have classes that are larger than the amount of computers available at hand.
The purpose of this study is to investigate pupils' experiences and awareness of the writing of argumentative texts in the second year of Upper Secondary School. The theory in use explains the concepts of genre and text type and their use in Upper Secondary School and curriculum. Thereafter different aspects of argumentative texts are explained. The analysis method used is a kind of argument analysis. The conclusion is that the pupils' experience of argumentative text varies, for example, to which degree the arguments are linked to the thesis. Topic selection is a prominent difficulty. The analysis of the texts show weaknesses of the knowledge requirement regarding adaptation to purpose, receiver and communication situation, which can be linked to the complexity of the school's dual situation context. All the pupils have not understood the matrix in use.
The purpose of this essay is to examine how Lodge uses oppositions and contrasts when letting the worlds of the protagonists meet in Nice Work and what impact it has on the reader. The essay focuses on how the oppositions work on the level of content and the level of language and structure. The chosen oppositions (man/woman, industry/university, familiar/unfamiliar, romantic features/realistic features, Vic/Robyn and separation/ union) give clear examples of the use of oppositions and contrasts in Lodge´s novel. In conclusion, there are many examples of how opposites and contrasts can be expressed and structured to intensify meaning for the reader.


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Air Force painting installed
Air Force
The completion is truly near, and the studio will be a different place when the last painting is signed, then delivered to its permanent location in September. For now, there is much reflection. And gratitude to the men and women of the military who are serving their Country, have served, and those who will serve. It has been the honor of a lifetime to paint the stories of you.
Taking Flight: The last image: Icarus
Why Icarus? As I am nearly complete with this painting, the last figure is that of Icarus–from Greek mythology (the image is in the upper right of the painting)
The legend of Icarus and Daedalus has long stood as a metaphor for manned flight. Daedelus, imprisoned on the island of Crete for committing murder, had, while in captivity, fathered a son named Icarus. Eventually Daedalus and Icarus were imprisoned in the Labyrinth, amazed that the Daedalus had designed to keep the Minotaur from devouring humans. Daedalus devised ways to escape from the labyrinth by fashioning wings from feathers and wax. After fixing the wings to Icarus's back, Daedalus warned his son not to fly too close to the ocean and not too near to the sun so the wings would not become wet nor would they melt from the sun's heat. Icarus, young and full of life, was thrilled with the freedom the wings had provided him. he soared and looped and then flew too high where the sun melted the binding wax. he fell into the sea while Daedalus successfully escaped to Sicily.
Even though dreams of flying predate the myth of Daedalus and Icarus, the inherent element of technology and the thrill and danger of soaring above landlocked humans apparent in that tale still grips us today.
From the U.S. Air Force, A Complete History
Nearing the Solstice
The lower left corner is filling in, with so little time remaining on the Air Force painting. The date for completion nears–yet hard to pin down yet. People ask "when do you know you are done?"…and the answer remains, "it depends". More to come….
As Memorial Day weekend nears
Notes from the artist…as Memorial Day nears…
I pondered that I have accompanied a painting, or sketches therein, to each Memorial Day celebration at the Cemetery for the past 10 years. As the Monument nears completion, I realize that this will be the last one where only four of the paintings hang, because next year all five will be installed, and this project will be a part of my past.
I reflect that 10 years of my life have been spent in front of a very large canvas, telling visual stories of outstanding women and men of all branches, and I am near the end of the final one. I remain honored to be a part of this, to have women and men of all branches of service serve as the models, and share their stories with me during our time in the studio.
With the fundraising complete, I reflect on the tremendous commitment of the volunteer fundraising committee members who spent countless hours raising the money to get each and every painting paid for. To the donors who believed it would be done–the many individuals, service organizations and businesses both small and large, Veterans and Veterans organizations. Each day is a countdown to completion, celebration and a tinge of bittersweet.
But I still walk into my studio each day, canvas in front of me, paintbrush in hand, to finish the stories told to me, and capture the final ones. The final figure will begin to be painted in this week.
Memorial Day at the MN STATE VETERANS CEMETERY: SUNDAY MAY 26th–1:30
Pararescue scene
The detail you see in this particular snippet is a para rescue scene. Para rescue are the United States Air Force Special Operations Command and Air Combat Command tasked with recovery and medical treatment of personnel in humanitarian and combat environments. The two models used include Major General (BVT) David Hamler, who actually participated in over 30 para rescue missions in Iraq, Afghanistan, and Pakistan; the wounded soldier on the ground is friend of mine, Steve Shelley, whose father was in the Marines.

subset: commoncrawl


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Maria do Céu Ferreira1, Teresa Sousa-Ferreira2, Beatriz Santos1
1 Psychiatry Department, Hospital de Braga, Braga, Portugal.
2 Centro Hospitalar Tâmega e Sousa, Psychiatry and Mental Health, Penafiel, Portugal.
Received: 3/29/2015 – Accepted: 5/5/2015
Address correspondence to: Maria do Céu Ferreira. Serviço de Psiquiatria, Hospital de Braga. Sete Fontes – 4710-243 – São Victor, Braga, Portugal. Phone: +351 962592569. E-mail: [email protected]
Based on a case of an acute and transient psychotic disorder with full recovery between recurrences, the authors remind the concept of cycloid psychoses. This diagnosis has been neglected in modern psychiatry and in the current nosological systems. However, the cycloid psychoses concept may offer an alternative diagnosis for some psychotic disorders in spite of the need of more studies to improve the understanding of its etiology and treatment.
Ferreira MC et al. / Arch Clin Psychiatry. 2015;42(3):79-80
Keywords: Psychopathology, psychoses, schizophrenia.
Cycloid psychoses are characterized by polymorphic symptomatology with intraphasic bipolarity, a remitting and recurrent course and favorable prognosis1,2. Despite its clinical relevance, the cycloid psychoses concept has been relatively neglected in current psychiatric nosological systems2.
Case report
Mr. F is a 32 year old, single man. He had no past medical history or known familial disease. The patient has a history of five previous psychiatric hospitalizations, having been the first at age of nineteen. The second and third admissions were at his 25 years old and the fourth and fifth admissions at his thirties. He was psychopathologically compensated in the periods between admissions.
The clinical pictures that motivated these five hospitalizations have some similarities, namely the acute onset (two or three days until the installation of the full clinical picture), the presence of auditory hallucinatory activity in the form of voices, delusional persecutory ideation, neutral mood, insomnia, anxiety, mutism, agitation and increased reactive motions.
At the first-episode psychosis the analytical and imagiological investigation was negative and included laboratory studies (blood count, biochemistry and thyroid function), serological tests (hepatitis B and C, syphilis and HIV), toxicology screen, head CT and EEG. In all hospitalizations, abuse of substances and medical conditions that could justify the existing symptoms were excluded.
All relapses had a sudden onset and only in the first episode was described a major trigger factor (cousin's death on a car crash).
In the psychiatric unit, the patient was medicated with antipsychotics in therapeutic doses (olanzapine 15 mg/day in the first hospitalization and amisulpride 400 mg/day in the others four admissions) and a benzodiazepine (lorazepam 2,5 mg three times a day) for control of anxiety and insomnia.
During the admissions, motor symptoms described showed rapid fluctuations between the two opposite poles (agitation/inhibition) and the clinical picture have a rapid improvement in few days with high-dose antipsychotic therapy with complete remission within a week. Thus, patient returned to his normal life, fully functional as previously without evidence of deterioration (normal Mini Mental State Examination score).
In the maintenance phases of the disease, the patient was treated with low doses of antipsychotic (amisulpride 200 mg/day) and lorazepam 2.5 mg/day, except during the gap between the first and second hospitalization, when clinical diagnosis was not clear and therefore he was treated with olanzapine 15 mg/day.
Currently, the patient is clinically stabilized and no relapses had place since about two years.
The case described close up of the category of acute and transient psychotic disorder in ICD-10 or of the brief psychotic disorder in DSM-5, based on duration criteria.
For the differential diagnosis are important two clinical aspects: absence of altered mood (exclusion of bipolar disorders) and time course of each episode less than one month (exclusion of schizophreniform disorder).
However, this clinical case is more complex with clinical peculiarities that classification systems do not highlight, such as, the mixture of psychotic, anxious and psychomotor symptoms, the intraphasic bipolarity and the cyclic course with rapid and full recovery.
The clinical case described would be better diagnosed using the concept of cycloid psychoses and it seems to be approaching the Kleist-Leonhard's subtype "hyperkinetic-akinetic motility psychoses", once the psychomotor activity is most affected.
In what concerns to treatment, the pharmacological intervention with atypical neuroleptics seems to be effective in the remission of the acute episode but its potential to prevent relapse is unclear2. Other therapeutic approaches referred in the literature are related with electroconvulsive therapy and lithium3.
Given the lack of studies, the empirical evidence suggests that prophylactic treatment with lithium or anticonvulsive agents may be superior to neuroleptic theraphy3. However, some cases reported suggest that the cycloid psychoses may not require long-term maintenance pharmacological treatment2.
In fact, the cycloid psychoses concept can be an alternative diagnosis for some psychotic disorders. However, more research is needed towards better understanding the role of somatic factors that might trigger the psychoses and the efficacy (acute phase and prophylaxis) of neuroleptics agents, benzodiazepines, anticonvulsive agents and electroconvulsive therapy3.
There was no funding for this work.
The authors do not have any conflict of interests.


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Lynx VirusScan is a lightweight security tool that can help you scan your computer, detect malware components and remove them.
The application displays a user-friendly interface and makes it accessible to all types of users. It provides you with the means to perform a thorough scan of your entire system or of a specific folder. If a virus is detected, it's displayed in the scan window and placed in a list along with identification information and details about the harmful file.
In case the virus scanner lists as threatful applications and files that you know are in fact clean, you can add them to an omission list and the application ignores them from that point on. With Lynx VirusScan you also get to schedule daily or monthly scans. You can set the time, in hour and minutes, and the drive you want to scan.
Lynx VirusScan is also created to be a simple to use system registry fixer. To do so, you just have to select option to fix your registry and in just a few seconds, it's done. With this tool you also get to recover hidden folders and files.
Since a lot of viruses make their way on your computer through the use of unsecure websites, Lynx VirusScan provides you with the option to block sites with adult content.
With Lynx VirusScan you are able to define new viruses and enhance your database, making it safer for you. A really good feature that Lynx VirusScan has is the possibility to share that database with someone else that is using Lynx VirusScan. The application allows you to create and export a shared user-defined database.
In closing Lynx VirusScan is a good and accessible anti virus solution to have thanks to its customizable database, scheduling plan and other helpful tools.
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Massachusetts Cash Grant Program
This award is available to Massachusetts high school seniors and undergraduate students who are planning to attend an eligible Massachusetts institution. Students must demonstrate financial need.
Massachusetts Foster Child Tuition Waiver and Fee Assistance Program
This award is available to Massachusetts undergraduate students who are current or former foster children who were placed in the custody of the state through a Care and Protection Petition and were never adopted or were not returned home. Students must be 24 years of age or younger and plan to enroll full time at a Massachusetts college or university.
John and Abigail Adams Scholarship Program
This award is available to Massachusetts high school students who are enrolled or plan to enroll in a public Massachusetts college or university. Students must have earned a Massachusetts Comprehensive Assessment System (MCAS) grade 10 test score that ranks in the top 25 percent in their school district.
Massachusetts DCF Adopted Children Tuition Waiver and Fee Assistance Program
This award is available to Massachusetts undergraduate students who are 24 years of age or younger and plan to enroll or are currently enrolled at a Massachusetts public college or university in a degree, certificate, or non-credit program. Students must have been in the custody of the Department of Children and Families and have been adopted by a Massachusetts resident or employee.
Early Childhood Educators Scholarship Program
This scholarship is open to Massachusetts undergraduate students who are matriculated in a degree program in early childhood education or a related field (i.e., elementary education, sociology, psychology). Students must be employed, for at least one year, as an educator or provider in an early education and care program or out of school time program that is licensed or authorized by the Massachusetts Department of Early Education and Care (EEC) and continue employment in this field while pursui...
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text:
Creative City Challenge seeks creative proposals for interactive public art at The Commons
The City of Minneapolis Creative City Challenge's sixth annual competition for Minnesota artists, architects and designers is open until Nov. 17 for proposals. The winning temporary, destination artwork will be sited at The Commons, the new 4.2 acre public green space and an anchor in the Downtown East area transformation.
The Creative City Challenge is conceived as a showcase for local creative talent: Minnesota-resident architects, landscape architects, urban designers, planners, engineers, scientists, artists, students and individuals of all backgrounds to create and install a temporary, destination artwork, which acts as a sociable and participatory platform for four months. Three finalists will receive $2,500 to create full proposals. The winning Creative City Challenge proposal will receive a $50,000 commission to execute the project.
In 2018, the Creative City Challenge takes its cue from the site of installation: The Commons. We invite you to explore through installation and programming how creative placemaking can help invigorate The Commons as a site of commonality. We are particularly interested in proposals that use the space of The Commons to encourage engagement, both individually and as a community.
The Creative City Challenge is presented by the Arts, Culture and the Creative Economy Program of the City of Minneapolis in partnership with Northern Lights.mn and The Commons.
Information session Oct. 17
An optional informational session will be conducted Tuesday, Oct. 17.
Find more information here.
Don't forget to stop by The Commons to see Orbacles by MINN_LAB, winner of the 2017 Creative City Challenge. It is up now through Oct. 24. Watch this video to learn more.
Published Oct 3, 2017


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Nearly every woman has gone through the sudden transition of feeling like a fully functioning adult woman to feeling like a teenage girl in puberty. Those with imbalanced hormones are especially prone to this issue, manifested by cystic acne, struggle with their period, and a hormonal imbalance called polycystic ovary syndrome.
There is no joking with hormonal acne, as they are not the same as the occasional blemish everyone gets. Most solutions on the market, including Retin-A, antibiotics, and benzoyl peroxide often aggravate the issue.
How Hormones Affect Your Skin
Endocrine imbalance is the root cause of hormonal acne, a problem which typically affects women around mid-cycle or before their periods. Estrogen and testosterone are at their higher point in the cycle. However, they don't negatively affect properly functioning endocrine systems, but rather those whose hormones can`t process correctly.
These women have trouble carrying out detoxification and if they tend t make poor food and lifestyle choices, it is very likely that their elimination organs like the skin will be at risk, too. These effects are at their highest point before their period since during this period the blood comes closer to the skin`s surface.
The Path to Better Skin
Being the largest organ responsible for elimination, the skin works in synergy with other players in the elimination like large intestine, lymphatic system, and the liver. Once you understand the relation between these organs, you`ll start understanding why using drying ointment doesn't do the trick.
In other words, the problem starts much deeper and what you ingest determines the outcome on your skin. The foods you consume, the products you use, and the cleaning products you deal with have to be eliminated properly. Instead of using creams or prescription pills, prevent the issue through wise food choices.
What to Skip
– Dairy: Most of the dairy products are loaded with synthetic hormones that can increase the level of the body hormones and just worsen the situation.
– Soy: The phytoestrogens in soy can affect the hormones and can contribute to more acne. Make sure you keep and eye on the products' labels because soy can be found in many products.
– Gluten: Gluten as dairy can cause an inflammation of the gut.
– Peanuts: Even those people who are not allergic to peanuts can have adverse reactions to them, resulting in breakouts and skin inflammation.
– Sunflower, canola, vegetable and safflower oil: All of these cooking oils abound in omega-6 fatty oils which can cause skin inflammation and increase the estrogen level.
– Caffeine: Not only coffee, but green and black tea can remove the essential B vitamins, zinc and magnesium from your body thus affecting the skin.
What to Embrace
– Get the right nutrients: Try my Clear Skin Juice recipe: half a cup of cilantro, half a green apple, two stalks of celery, half a cucumber, four leaves of romaine lettuce, four frozen or fresh strawberries, and the juice of half a lemon. Add up to a half-cup coconut water if needed.
– Replenish good bacteria: Probiotics are so important to good gut health, and good digestion is key to balanced hormones. There's a set of gut bacteria (or bacterial genes, more specifically) called the "estrobolome" that produce an enzyme that helps to metabolize estrogen. To ensure you have enough good bacteria, start taking a daily probiotic.
– Go organic with the beauty products: Along the regular consumption of organic vegetables and fruits, you should use organic products for the face and body care. Avoid using anything that contains:
– Endocrine-disrupting phthalates (DEHP and DBP).
– Sodium lauryl sulfates or just sulfates (SLES and SLS).
– Parabens such as propyl, methyl and ethyl.
– Anolamines (TEA, DEA and MEA).
– Petroleum jelly and petrolatum.
The market abounds in many organic alternatives that are safe and more effective for the overall health of your skin.


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Most of you would have heard the tragic news of Fiji Islands (my birth country) which was recently affected by category 5 Cyclone Winston. Sadly a lot of people lost their homes and loved ones. Everyone is now trying to rebuild their homes and move along with a "we are tough and still smiling" attitude. We thank the Australian government for providing the much needed aid to the people of Fiji. Fiji will always remain the warmest island with the friendliest people in the World. My story's intention today is to put a smile on your faces during these times of hardship whether you're a believer or non-believer. Hope you all enjoy.
Well how time flies. It's been a while since my last recipe post. I've been thinking for a bit too long about my next post. My brains been all fuzzy wuzzy in the past few months. Writing isn't easy. I personally find that it takes just that perfect mood to write humour. You can make a person emotional slightly easier than making someone laugh which takes some hard work and I salute all actors and stand-up comedians for the ease with which they express humour.
Speaking of actors and comedians I would like to mention a very special and humble person today who I adore and follow with a passion. Humble because he personally interacts with his fans and not the least bit akdu/obnoxious as one would assume he would be due to his fame and status. I was over the moon and passed out from a mini cardiac arrest when he acknowledged my messages.😖🙄😵 This very special persons name is Gaurav Gera
and he is well known as the character he plays of Shopkeeper and/or Chutki. Some of you might remember him as the character of Nandu from the Indian TV serial Jassi Jaisi Koi Nahin. Gaurav plays multiple characters in the short video clips he produces for social media groups such as You Tube, Facebook, twitter and Instagram. My personal favourite is the character he plays of Chutki who is depicted as a bit of a sleaze or as we would call in hindi a Tharkan (dignified one though) lol.
And equally charming is actor Rohit Chaudhury
from the Rohit and Chutki series who is forever vying for Chutkis attention. I'm totally besotted with this guy…ok ok I lie..I love them both equally and if I was an Arab prince I would have them both in my Harem hehehe 😬😬😬. If you're looking for a great laugh which will literally leave you in splits especially for the amazing rubbery facial expressions then it's a must to follow Gaurav Gera. You can click on highlighted link and follow him here 👉🏼 for Facebook and on Instagram as well as You Tube and Twitter He's definately worth the stalk and troll!😊👌🏼
Here's something to tickle your ribs….
"Wait! I can hear someone..hello who's there? Are you trying to reach someone? Hmm he says he's your plumber…yep…ahh…ohhh…I think I'm losing you..can you tell me more? Well he says he visited you regularly…umm especially when your hubby wasn't home! oh dear! What? Hmm ok! I can see this spirit has dettachment issues….may I ask who you are?…oh really..ok wait I'll let her know…well my dear he says he's Peter the plumber….Oh wait..there's someone else with him..do you happen to know Bob the builder? Well these boys say they are watching you and here to stay!!"
Interesting I say! I have consulted a few Psychics, numerologists, witch doctors (not by choice) astrologers and palm readers. They all send me back home feeling paranoid, satisfied, confused, delusional, depressed and hopeful. All with a different ending. Let me take you all through my experiences.
Scenario No.1 The Palm Reader– There I was in Agra India, killing time in the hotel lobby and happened to spot a Palm reader sitting in a corner. He had a table set up with signs sure to woo the gullible foreigners like me. I like to label myself a neutral skeptic and most times I approach them for fun and entertainment purposes only. Anyways through the reading the palmist tells me half a dozen things about the number of kids I'm destined to have and what not. Then he started circling the area between my thumb, first finger and wrist or as he calls that "special mound". He says "I see you have a large and full mound…do you know what that means?" I say "no..no" (nodding my head desi style) He says "well there are very few people with thick and prominent mounds. Your perfect match is another "mounded" man just like me..see!!" He literally plastered his palm at my face. He then says "you know I knowwwww…I seeeee maa'm you are one amorousssss lady" with a twinkling look of sleaze in his red and swollen panda shaded eyes. He was stroking my palm like he was driving his fingers over a speed hump. Then he says with excitement "I can see that you will marry twice too"(maybe he wished it was to him). I rushed into the reading and got away as fast as I could avoiding his sleazy salivating gaze everytime I walked passed the lobby.
The result – till today I'm waiting for that 2nd marriage to happen and I see no clear signs of it…bummer!! Now you guys tell me how difficult that task is going to be for me. I will have to forcefully try and grab a total strangers palm, twist it around and match it to mine and hope that the jigsaw puzzle fits.
Then there's three easier and better options –
1) I lure them by becoming a palm reader myself🖐🏼
2) I just hi-five every potential candidate I see!!!👋🏼
3) I open an agency for aranged palm matchmaking like haath-i.com (haath-meaning hand, haathi- meaning elephant) or haath-i mere saathi.com (or in other words hand/elephant my companion) 👫
Scenario No.2 The Astrologer – "Hmmm I see from your charts that your venus is ruled by uranus"…I think out aloud "WTF !!" Ahhh ok i see what they meant. "At about 12pm on 12/12/12 you will experience the clash of your planet mercury with saturn therefore a donation of $1000 is required to avoid this catastrophe from happening. Act now think later!"
The Result – I return home feeling confused about the whole planetry issues and out of pocket for a ritual that made no difference to the catastrophic clash of titans happening back at home bahhh!! 😫🌚🌝
Scenario No. 3 The Numerologist – "hmm 1+1 = 6. Your lucky number is 66, 69 and 99 go home and practice it" (I'll be needing a Kamasutra for dummies for this one). "Change your name asap and add a few extra a's in it and use only this new name to sign official docs it will prove to be lucky as your wealth triples and you eventually end up making TV serials starting with the letter K".
The Result – well I didn't change my name Sanjana since it's already a difficult name for everyone to pronounce here in Aus. Can you imagine the name Sonjaaanaaa? Now this takes me right back to my college days (flashback time) of how lovingly I used to get teased by my friends "Sanjaaaana has a banana in her ____" (fill in the blanks)😱😂
Scenario No. 4 The Psychic – "Hmmm I have just contacted someone". "Oh my dahling aren't you a blessed one" she whispered. "You have a spiritual guide and that is your great great great uncle. He will always be with you". There's me thinking thats actually quite freaky..i dont want a spirit hanging off of me 24/7).🔮
The Result – I return home super paranoid feeling I'm constantly being watched. I got so paranoid that until this very day I refuse to close my eyes in the shower when shampooing my hair. What if this "uncle" is a pervert. He knows everything. Follows me to the toilet to the bedroom. Excuse me uncleji but come on yaar (mate) I need some privacy no!👀👻
Scenario No. 5 – The Ojha (the witch doctor) yep been to em all. Says to me that the devil resides in me (all because I had just learnt at a delicate age to express my opinions). He says "I command you to take her to the river and cut a lemon on her head and dip her in the river" (at the same time beating his chest and screaming eeeeehhh eeehhhh) Mind you I wasn't allowed much clothing apart from a sarong. Then the witch doctor (who appeared to me as the one as the devil not me) starts rubbing some dried leaves and powder from my head down to my toes skimming over my curvaceous sumo wrestler bumps. I thought (this dr is nothing but a frikkin pervert) but I had to remain calm. There I was anxiously waiting for the devil to possess me and for me to be screaming and yelling eeeeeeh oooohhhh eeeeeh oooohhhh ooooohhh….ohhh yessss ohhhh yessss yessss yesss (oops incoming error – this sound effect doesn't belong here – delete) I thought I will pass out next and not remember who all I had thrashed that day.👺
The Result – Went home smelling like ocean breeze and lemon fragranced toilet air freshner and disappointed because I really wanted to see myself beating my chest and pulling mine and everyone else's hairs out!!! 👹
This concludes my experiences of the occult kind. Moving on to the recipe today of Punjabi Aloo-Puri which is contributed by my sister-in-law Arti Soni.
* Disclaimer – This story is based on actual events. In certain cases incidents, characters and locations have been changed for dramatic purposes. Certain characters may be composites, or entirely fictitious.
4-5 Medium Potatoes (boiled & peeled)
2 Medium Tomatoes
1 large Purple Onion
Pinch Of Asaeofedita
2 Tbspn Ginger (crushed)
1/4 Tspn Garam Masala
1/4 Tspn Tumeric
1/2 to 1 Tspn Kashmiri Chilli Powder
1 Tbspn Dried Kasturi Methi Leaves
Salt To Taste
• Chop the onions finely.
• Chop the tomatoes and add into a food processor with the onions. Process until its a fine paste.
• Crush the ginger.
• Peel the pre-boiled potatoes and cube into bite sized pieces and set aside half a potato. Now roughly mash the halved potato piece with your fingers.
• Heat oil in a non-stick cooking pot and turn the heat down. Then add a pinch of asaeofedita stirring for a second or two then add crushed ginger. Allow ginger to brown lightly until raw smell is gone.
• Next add the tomato onion paste with all the dry spices haldi, masala, salt and chillies. Allow it to cook in the lowest heat setting until the oil drifts up to the top. Stir it occassionally so the paste doesn't burn.
• Once the paste is ready add the potatoes and stir to coat the paste then add boiled water to cover the potatoes.
• Allow it to cook for 5 minutes then add the dried Kasturi methi leaves and cook further 5 minutes.
• Once done enjoy with garma garam (hot) Puris.
This dish is best served with puri or roti/chapati.
Leaving you with two of my favourite clips by Gaurav Gera.


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I'm back! I know it has been forever and I am going to do my best to make that a thing of the past. I have missed this so much and definitely feel it is in my best interest to keep up with it.
Tonight I am writing about a very personal subject. You know, I am not someone who really NEEDS to be surrounded by people. Most of my life I have had periods where I had a solid group of friends and then periods of hardly any. I never really preferred either more than the other, obviously friends are great, but so is quality time alone. I was neutral.
Then I met a group of the most kind, compassionate, hilarious group of weirdos I have ever met. Just like that, my life was changed forever. The best part was that not one of us was really like the other. We came from different places with different interests and completely different personalities. But it just worked. Almost effortlessly.
I say almost, because at first it wasn't all sunshine and rainbows, it was actually awkward and uncomfortable. Everyone was in their own head dealing with their own shit. No one was concerned with getting close to any one, in fact, I am pretty sure everyone was trying to do the opposite. Keeping their heads down, polite conversations here and there, maybe a shared laugh on the smokers patio after breakfast. Nothing out of the ordinary of people sharing a living space. Then I came along.
Now, I am not trying to sound conceited, I didn't do anything that any other person couldn't do. I just have a natural talent for talking incessantly to people until they're forced to engage with me. I think people usually just get so sick of hearing my voice they decide there is no harm in participating in the conversation. Whatever the reason may be, it fucking works, and before you know it everyone is talking to each other. Just writing about it right now puts a smile on my face.
So, where there was once a group of strangers, there is now a group of friends. People who would listen to someone vent for over an hour about a comment they heard made about their dog. People who would struggle to catch their breath during a game of Taboo, because one of them thought the word Geyser said Geisha, so their hint was "Asian". People who would play round after round of "Never Have I Ever" without judging one single person for the fingers they put down. People who would spend an evening sharing hopes, memories, and tears when they had to say goodbye.
Never in my life have I ever felt like I belonged anywhere. I have moved from one place to another, in search of something I could never describe, only to end up with nothing every single time. Today, I can finally say, I found what I've been looking for. A place where I belong. You see, a place doesn't have to be a location, or a building, it can be anywhere you feel at home. And with this group of beautiful weirdos, I was home.
This Post is dedicated to:
The Island of Misfit Toys.


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Please click here for the latest information regarding Benedictine University's response to the Coronavirus (COVID-19) outbreak.
Lisle, Illinois ~ The Benedictine University Board of Trustees recently approved the re-appointment of Michael S. Brophy, Ph.D., M.F.A., as president of Benedictine University through 2022, citing the impact he has made on the University since his appointment in 2015.
"Michael has provided outstanding leadership during the first two years of his presidency," said James Melsa, Ph.D., chair of the Board of Trustees.
Brophy has since implemented the BenU2020 strategic plan. Approved by the Board in 2016, BenU2020 defines the most pressing goals the University seeks to accomplish through 2020, and focuses on improving recruitment and retention as well as strengthening the University's financial position. The plan provides a roadmap to raise Benedictine's academic profile by integrating high-impact learning techniques and a learner-focused approach in all programs.
Most importantly, the University reaffirmed its Benedictine and Catholic mission and identity through far-reaching input from all stakeholder groups. New branding inspired by the University's mission launched, featuring a new master brand logo.
"I look forward to working with Dr. Brophy in the coming years, to continue Benedictine University's mission as a Catholic university in the Benedictine tradition," said Abbot Austin Murphy, O.S.B., Ph.D., chancellor of Benedictine University.
Benedictine is making significant progress toward meeting BenU2020 goals. The 2017-18 academic year opened with 23 new faculty members who will continue to improve faculty interactions with learners to support retention, academic success, recruitment and growth. Several new academic programs began in 2017 and are planned for 2018 to support enrollment growth.
The University's athletic programs have also achieved much success during Brophy's presidency. The women's softball team and men's basketball team made consecutive NCAA appearances in 2016 and 2017, with the men most notably reaching the Division III championship game for the first time in school history in 2016. In 2017, the Benedictine men's track and field team gained national recognition, claiming 10th place at the NCAA Indoor Championship and a 4th place finish at the NCAA Outdoor Championship with national championships in the triple jump and 4x100m relay.
Significant facilities improvements under Brophy's leadership include a new residence hall for the Arizona campus, and upgrades to the Krasa Student Center, Campus Quad and residence halls on the Lisle campus. Also, Benedictine dedicated its first named college in school history – the Daniel L. Goodwin College of Business.
Finally, the Higher Learning Commission (HLC) affirmed Benedictine's accreditation through 2026-2027 after an intense Comprehensive Quality Review and visits to the University's programs in Illinois, Arizona and Asia.
As a result of these advancements, S&P Global Ratings upgraded its outlook to "stable" for Benedictine University. The stable outlook reflects the S&P's expectation of enrollment growth and positive operations going forward.
"It's been my honor to serve Benedictine during this formative time in the University's history. We are truly fulfilling the Benedictine hallmarks in all we do," shared Brophy.
Benedictine University is located in Lisle, Illinois, just 25 miles west of Chicago, and has branch campuses in Springfield, Illinois, and Mesa, Arizona. Founded as a Catholic university in 1887, Benedictine enrolls nearly 6,000 students in 59 undergraduate and 23 graduate programs. Forbes magazine named Benedictine among "America's Top Colleges" for the seventh consecutive year in 2017. Accredited by the Higher Learning Commission (hlcommission.org). For more information, contact (630) 829-6300, firstname.lastname@example.com or visit ben.edu.
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