Scheduled time for reflective work is common at many Swedish preschools. Reflection is a complex concept that is being used with many different purposes in preschools. The reflective work in Swedish preschools today has its roots in the theories from Vygotskij about how children learn by watching and cooperating with others. Also, many Swedish preschools have taken inspiration from the preschools in Reggio Emilia in Italy, who see the reflective work as something necessary in their work around children?s learning processes.

This Master's thesis in Library and Information Science aims to explore if personal patterns can be detected in web-searching. It is based on a study where the search sessions of nine test persons were video-recorded, transcribed into logs and analysed.A major objective was to find out whether there is a correlation between individual searchers' personal attributes and their web search behaviour. The logs were therefore compared with the test persons' results in a learning style test (Kolb's Learning Style Inventory) and with interview answers about information behaviour and personal background.While several patterns were indeed discovered, none of them turned out to be strictly personal. The nine test persons could be divided into five types of searchers: the purely analytic searcher; the generally analytic searcher; the balanced searcher; the mixed searcher and the browser. All types of searchers were found to have the attribute learning style in common.

Denna uppsats är en fallstudie som undersöker samverkan för civilt försvar inom typfallet Militärregion syd (MR S). Uppsatsen bygger på semi-strukturerade intervjuer med fem länsstyrelser inom i MR S samt med två representanter från MR S. Materialet har kategoriserats utifrån en analysmodell skapad utifrån Emerson et als teoretiska ramverk Collaborative Governance. Ramverket lyfter fram viktiga förutsättningar för samverkan och visar på beroenden mellan dessa förutsättningar. Förutsättningar används för att kategorisera och jämföra svaren från länsstyrelserna och MR S samt för att undersöka hur väl dessa förutsättningar uppfylls och om de har samma syn på förutsättningarna.

Fokus i den här uppsatsen ligger på samverkan mellan tre offentliga utvecklingsaktörer i Skåne; Region Skåne, Länsstyrelsen Skåne och kommunerna. En god samverkan dessa aktörer emellan anses generellt vara viktigt, och något av en grundläggande aspekt, för att den hållbara stadsutvecklingen i Skåne ska ledas i rätt riktning. Det teoretiska ramverk som används i uppsatsen målar upp en bild av hur samverkansprocesser kan te sig i verkligheten, samt belyser hur problem och utmaningar kan tacklas. Ramverket består av främst governance och collaborative planning ? två teorier som är relevanta för både samverkan och hållbar stadsutveckling.

The paper examines Philosophy with children as a pedagogical method for schools to practice. The questions I have posed are:Why philosophize with children and teenagers?How does Philosophy with children work?What, in the organized structure of the philosophical inquiry, can be emphasized as favourable for learning?How carefully is the structure of the philosophical inquiry really followed in practice?How can philosophy be applied as a pedagogical model?The theoretical framework of this inquiry consists of a discussion about a thirst for learning that exceeds the explicit and direct usability that motivates vocational training.I have used two different kinds of methods. The main method is a literary analysis of some of the literature in this field. This analysis is compared to field observations of children participating in communities of inquiry in school.The basic assumption is that practicing the ability of philosophical thinking can help children develop a more profound way of understanding who they are and how the world in which they exist works.

Syftet med denna studie är att visa hur pragmatiska didaktiska modeller, framförallt analys av praktiska epistemologier (PEA) och organiserande syften, kan användas för att komplettera learning study i lärares arbete för att utveckla matematikundervisningen. Därmed försöker studien svara på forskningsfrågan: Hur kan pragmatiska perspektiv stödja lärares användning av learning study för att utveckla en undervisning där eleverna når målen bättre? Denna fråga besvaras genom att svara på följande frågor: 1. Kan man visa att eleverna lär sig bättre efter ändringarna i de tre cyklerna? 2.

Denna uppsats handlar om kollaborativ blogging. Blogging innebär att inlägg publiceras på en förprogrammerad webbsida med hjälp av ett bloggverktyg. Med kollaborativ blogging avser jag en situation där två eller flera personer delar med sig av information och kunskap genom att kommunicera och interagera med varandra på en blogg. Jag har i denna uppsats valt att undersöka på vilket sätt bloggar kan fungera som ett verktyg för kollaborativ informations- och kunskapsspridning inom en grupp. Fallstudien som jag använt mig av är HUMlabs mobila blogging på Jokkmokks vintermarknad 2004.

I Estland 2007 utbröt vad som kommit att kallas ?Cyberwar I?, vari ett stort antal centrala myndigheters, tillika finansiella institutioners servrar attackerades av massiva så kallade Computer Network Attacks (CNA), utfört av framförallt ryska aktörer. Estland protesterade högljutt, men frågan huruvida CNA är att beteckna som olovligt är allt annat än klar. Prövningen sker mot den folkrättsliga regimen Jus ad Bellum, och huruvida metoden uppfyller vissa centrala begrepp. Men hur skall denna regim appliceras CNA?De frågeställningar som avses besvaras är: hur kan CNA utgöra våld eller hot om våld i enlighet med FN-stadgans artikel 2(4) samt hur kan CNA utgöra väpnat angrepp i enlighet med FN-stadgans artikel 51? Detta avses göras genom en studie inbegripande flertalet folkrättsliga experters teorier på området CNA och våldsanvändning, samt applicering av desamma på en fallstudie av händelserna i Estland 2007.Sammanfattningsvis konstateras att flertalet variabler har bärighet i hur CNA kan uppfylla artiklarnas centrala begrepp, vari frågan om association, effekt, aktör och mål tydligast faller ut.

The purpose of this paper was to investigate the foremost teachers thinking of computers in teaching, how they work practically with computers as a tool, and if it is reflected in the students' school performance. To carry out this study, I used qualitative interviews as a method and I have interviewed four teachers where two works at the high school and two in upper secondary school. Both schools use computers in teaching as a supplementary tool for teaching materials. All teachers have similar ideas regarding what purpose one should use the computer and in which way, but the important thing is that the teachers and students receive an introductory course in how to use computers. Educators agree that this approach is and can promote students' language and knowledge regardless of the subject.My informants have come up with own methods that they use in the digital classroom including Skype, YouTube, Facebook and flippedclassroom where one can learn from other educators working.

The purpose of the study was to examine how teachers and children interpreted the project and understood its values. To this end, it was necessary to focus on four defining parameters which affect the investigation: structure of pre-school project work, content and delivery, the methods used by teachers during the project, which pedagogical documentation was used (and how), and how the project determined the approach, the curriculum goals and values. Using a qualitative approach, regular unsystematic observations were made over five days, during which three teachers, two pedagogues, two pre-school teachers, and one nanny from the same kindergarten were interviewed regarding children in three age groups: 1-2 years old, 3 years old, and 4-5 years old. The results of my investigation showed that the teachers were divided on how to apply the project as a working method. Children's active role in the pre-school project varied depending on the extent to which teachers adopted children perspective in everyday practice.

The purpose of this study is to acquire knowledge about how interaction, participation and inclusion are affected by individual integration for three students in upper secondary education for pupils with learning disabilities. To be individually integrated means, in this case, that the students from compulsory school for children with learning disabilities are taking part in some of the programme-specific courses together with students from the regular upper secondary school. This study gets its inspiration from the ethnographic research approach, and uses passive observations together with interviews with students and their guardians as main methods to collect information.The school in question has not made any adjustments to make the programme-specific courses more adapted to the different needs, which is typical of integration. This study shows that the school presumes that the students with the help from the vocational teacher, but without any special needs educational help, themselves are to adapt to the conditions at the regular upper secondary school. This, together with the lack of special needs educational competence among the vocational teachers, led to a higher level of exclusion and an enhanced feeling of not being up to standard among the integrated students.The results also show that the integrated students maintain a strong wish to be included with the students attending the regular upper secondary school.

This essay is written at the university of Linköping and is a part of the teachers education. The intire essay is available on CD-rom. Its content is directed towards teachers who entirely or partly works, or want to work, in computereducation. The CD-rom contains both textmaterial and presentations, with teacherinstructions, wich are directly appliable in teaching computers. The teachingmaterial on the CD-rom is based on an empiric survey with different computerteachers.

The purpose of this study was to examine whether there were any differences in how first-line managers within   municipal care   rated their management leadership qualities, and structural empowerment before and after the course in "leadership, learning and improvement". The study had a quasi-experimental design and 64 managers participated. There was a significant improvement in the LaMI factor ?Achievement orientation?, after participation in the course "leadership, learning and improvement". In other factors, there was no significant difference before and after training.

The purpose of this study is to examine how adult students, studying at an upper secondary school for adults, search for information for their independent tasks in different subjects. These independent tasks are frequent in most subjects and are a part of the ?investigation-work?. For most adult students this is a new way of learning. Fifteen qualitative interviews with adult students have been conducted.

In schools, misconceptions about genetics can arise due to several factors, and the consequences of these misunderstandings can be significant. Lack of education can play a central role in the spread of misinformation about genetics. When teachers lack sufficient knowledge or do not have access to up-to-date resources, they risk inadvertently conveying inaccuracies to students. Additionally, students own preconceived notions and misinterpretations can be reinforced through interaction with their peers, creating a vicious cycle of misinformation. In this study, various misconceptions within genetics education have been identified and analyzed, while different strategies to prevent these misconceptions have been examined. The study revealed that the two most common misconceptions are the confusion between "genes" and "DNA" and the simplified perception of genetic determinism.