The aim of this study is to describe and understand the reasons to why people choose to become foster parents. By using the theory of action we wanted to investigate their intentions rather than their motives. The questions we wanted to answer where: How do the foster parents describe their reasons for becoming a foster home? What reasons do they give fore keeping on being foster parents? How do they comprehend their task and the fulfilling of it? The study was performed by utilizing qualitative interviews with five foster parents, four women and one man. In the analysis we used the theory of action as a theoretical perspective.

The aim of this study was to analyze the assessment of the primary school, from the teacher?s perspective. There has been an ongoing discussion regarding assessment and about the purposes of assessment for a long time. But there is a paucity of research on what teachers believe about. This study examined primary teachers? beliefs on major purposes of assessment.Assessment is the process of gathering and interpreting information about students? learning.

Arbetet är en studie kring hur några lärare i årskurs 4 arbetar med learning study. Flera studier påvisar att teorier och forskning om lärande och undervisning endast når fram till lärarna i begränsad utsträckning. Learning study är en metod för forskning och syftet med denna studie är att undersöka hur några lärares sätt att undervisa förändras efter att man arbetat med learning study i sin undervisning.För att kunna ta reda på hur lärare arbetar med learning study så har lärare från olika skolor intervjuats samt att professor Ference Marton har intervjuats för att ta del av hans kunskaper.Resultatet från intervjuerna är att lärarna i studien idag oftare använder variation och skillnader i sin undervisning samt att lärarna i första hand fokuserar på vad som ska läras..

The aim of this study is to describe and understand the reasons to why people choose to become foster parents. By using the theory of action we wanted to investigate their intentions rather than their motives. The questions we wanted to answer where: How do the foster parents describe their reasons for becoming a foster home? What reasons do they give fore keeping on being foster parents? How do they comprehend their task and the fulfilling of it? The study was performed by utilizing qualitative interviews with five foster parents, four women and one man. In the analysis we used the theory of action as a theoretical perspective.

By comparing the experience off interaction in a life world with a drug habit and a life world without a drug habit you might find how they differ. We asked four former drug abusers in four semi structured interviews to describe their experiences off interaction under these two circumstances. The difference between the two life worlds when it comes to interaction is that in the drug abusing life world our informants describe that communicative action has to stand back for a more goal oriented action. In the drug free life world, communicative action on the other hand is experienced as the most important action. The difference is about wether interaction is goal oriented or oriented at understanding.

Most studies on parenthood and learning difficulties focus on mother and child, and very little is know about fathers with learning difficulties. Moreover, people with learning difficulties are rarely asked to tell their own narratives. The aim of the current study is to identify the role of the father in families where one or both of the parents have learning difficulties. Laws and regulations concerning the rights of people with learning difficulties in Sweden are accounted for and the he social support system for all parents in Sweden are described .The empirical study is a qualitative phenomenological interview study, inspired by narrative traditions, and describes how fathers with learning difficulties experience these support systems. The main data are two life stories of fathers with learning difficulties and one observation in a family.The findings suggest that although Sweden has a highly regarded disability policy and social support system, and even though fathers with learning difficulties are assured equal rights as members of the society and as parents by the Act of Human Rights, they are not treated equal but still faces structural inequalities.

Aim of this work was to determine teachers' ideas about how to encourage lifelong learning in primary school in year 3, so that students can continue learning throughout life. To get answers to my purpose, I used the following questions: What are the teachers' perceptions of the concept of lifelong learning? What are the main aspects teachers emerged as important in education, to encourage students to lifelong learning? Is there potential barriers to teachers for the promotion by the term of lifelong learning?The method used, is qualitative interviews and as a starting point I used the hermeneutic approach. Theoretical part included Ziehes modernity theory of learning and Vygotsky socio-cultural perspective.The results revealed that lifelong learning is interpreted on the basis of active teachers in many varied ways. Teachers' perceptions of the concept of lifelong learning have been very varied.

The purpose of this thesis is to find out if principals and teachers have experience, expectations and thoughts about the differences that the new Education Act means in relation to the old one about action programme. Through qualitative interviews with two principals and four teachers, I have tried to answer my research questions that I have made based on the purpose. The questions are: How do the interviewees describe the routines about action programme?  Has, according to the interviewees, the routines been changed with the new Education Act? How do teachers and principals experience the differences between the old and new Education Act regarding the action programmes?The results of my survey shows that the process of action programme is different at different schools and that it has been adapted to the new Education Act in varying degrees. These results give differences in the experiences of the new directives.

Two different claim relations arises with a damage covered by a liability insurance. The first claim relation is of course the one between the claimant and the liable as a claim for damages. The other claim relation arises between the liable in his capacity of insured and his insurer as a claim for compensation under the liability insurance. There is a tight connection between the two claim relations because of the fact that it is the claimant?s claim for damages that gives rise to the claim for insurance compensation.

The purpose of this thesis is to find out if principals and teachers have experience, expectations and thoughts about the differences that the new Education Act means in relation to the old one about action programme. Through qualitative interviews with two principals and four teachers, I have tried to answer my research questions that I have made based on the purpose. The questions are: How do the interviewees describe the routines about action programme?  Has, according to the interviewees, the routines been changed with the new Education Act? How do teachers and principals experience the differences between the old and new Education Act regarding the action programmes?The results of my survey shows that the process of action programme is different at different schools and that it has been adapted to the new Education Act in varying degrees. These results give differences in the experiences of the new directives.

The purpose of this essay was to study what students at the upper secondary levels thought that they learned in physical education and if there were differences between girls and boys learning. The purpose was also to study different factors that could affect the learning and to show how curriculum and prior research relate to the students learning. In this essay we used the three aspects of health that are mentioned in the description of physical education: the physical, the social and the psychic. The study was based on a quantitative research where 165 students answered questionnaires about their learning. Our research showed that the students did not get the knowledge that the A-course in physical education should provide and that the goals for the course were not accomplished.

During the last decade working with competence has emerged as a more strategically important area. Today the human resources in a company are considered a competitive advance and the HR-units play a significant role when it comes to HR-management. Different motives for investing in strategies that promote competence development and learning also exist. The purpose of this paper was to examine how the process of competence development was managed at a large global company. The empirical material consisted of four persons who were interviewed and the analysis of the material was inspired by grounded theory.From the analysis four major themes or core factors emerged as central to the interviewed persons' understanding of the competence development process; solid preparatory work in relation to competence development, communication, awareness of responsibilities and finally the taking action and evaluation of the action.

The purpose of this essay is to examine whether Sweden work according to the Swedish governments action plan on UNSCR1325 and whether Sweden implements this action plan according to an implementation theory.Initially you will find an explanation of the used method, definitions and the theory used for the study. The second part contains the research where the studied material is analyzed.The study itself is based on reports, literature and material from web pages.The result of the study shows thatSwedenworks according to the government?s action plan on UNSCR 1325.Swedendoes this trough good contact with women, multiple ways of interaction such as MOT, all female MOT: s and Gender Field Advisers who follows patrols.My conclusion shows that Sweden implements the Swedish action plan on UNSCR 1325 according to the implementation theory..

This examination paper defines how educators work with esthetic, and esthetic learning in pre-school. I have done research by interviewing four pedagogues. The result shows that the pedagogues does work with esthetic and practice esthetic learning processes, but their work shift. Some pedagoues practice strong esthetic and some practice more modest esthetic. Some of the pedagogues are more aware than other of the esthetics influens of the childrens life long learning.

The aim of this study was to analyze the assessment of the primary school, from the teacher?s perspective. There has been an ongoing discussion regarding assessment and about the purposes of assessment for a long time. But there is a paucity of research on what teachers believe about. This study examined primary teachers? beliefs on major purposes of assessment.Assessment is the process of gathering and interpreting information about students? learning.