The aim of this thesis was to investigate how teachers in school and in leisure time center look at informal and formal learning. Informal learning is often associated with leisure-time while formal learning is generally linked to school. My questions also deal with the teachers? view of each other?s activities from a learning perspective and visibility of informal learning. I have made an empirical study with qualitative, semi-structured interviews with three class teachers and three leisure teachers.

The purpose of this study is to determine which approach preschool teachers from a Reggio Emilia inspired preschool and a traditional preschool have on children, knowledge, learning and their own role in children?s learning. The two pedagogical approaches have different basic visions; Reggio Emilia follows the thoughts of Lori Malaguzzi and the traditional preschool follows the Swedish curriculum Lpfö 98. The main research questions asked were:What view on children, learning and knowledge does the preschool teacher from a Reggio Emilia inspired preschool have in comparison with a traditional preschool?Which role does the teacher believe that they should take regarding children?s learning?What differences and similarities can be identified in the teachers' perceptions?To carry out this study, I used a qualitative research method.

 AimThe purpose of this study is to compare and highlight the scope for research into outdoor recreational pursuits in Sweden and Norway. - What are the similarities and differences in the financing of research into outdoor recreational pursuits in Sweden and Norway?- What are the similarities and differences in forums for research into outdoor recreational pursuits in the two countries?  Method The method that has been used in this study consists of qualitative interviews in conjunction with an examination of the published material on the subject. The qualitative interviews have been conducted with six key figures in the field of research into outdoor recreational pursuits in Sweden and Norway where the aim was to obtain a comprehensive overview of the research undertaken in both countries. The examination of the published material has been used to complement the interviews, primarily with information from propositions and reports from relevant organisations and authorities.  Results  Financing in Sweden is spread over several different research councils and authorities where no one organisation has an express responsibility for research into outdoor recreational pursuits. In Norway, however, The Research Council of Norway is the prime source of research funding.

The aim of this study was to describe and analyze the problems caused by students that characterize themselves as highly sensitive. The issue of high sensitivity and other categorizations are fiercely debated in the research. This empirical study was conducted in light of literature about high sensitivity, pedagogies, and interview methods. The students answered questions about what makes them categorize themselves and how they believe that the categorization affects their learning and social development. They also responded to questions about what they consider appropriate measures to improve their situation.

In this study we aim to investigate what employees at a callcenter see as prospects, opportunities and barriers of learning within a company. To answer the purpose of this essay, two questions were formulated; "What opportunities for learning does employees experience in the company?" and "How can learning in the workplace improve for the sellers?". First, we present what previous research has highlighted regarding workplace learning and learning within the callcenter industry. Afterwards we present ten semi-structured interviews with leaders and sellers within a telecom company in Stockholm.

The concept of school forest was drafted in 1970 by the Forest in School organization and is defined as an area occupied by a school for outdoor educational activity. The main purpose of this study was to examine how schools use the school forest in practice, how it can be linked to the forest as an ecosystem service and find out how the forest is taken into consideration in the spatial planning. The study is mainly qualitative in nature and has been based on interviews conducted with educators engaged in outdoor education at four selected schools in a municipality in Sweden. Focus has been on the cultural ecosystem services for school forest, for example the physical characteristics that are considered as positive, forest influence on students' physical / mental health and the educational benefits available to be in the woods. Search has also been made to see how the forest is taken into consideration in the spatial planning and also what a contract agreements involves.

A substantial part of the Swedish outdoor education is being practiced in so called ?school forests?. The concept school forest was first introduced in the 1980?s by the organization Skogen i Skolan. The definition of a school forest is an area that is being used for educational purposes, over which the school and the land owner has reached an agreement of how the school may utilize it.

The purpose of this paper is to juxtapose the theories of learning that are reflected in student?s perspectives of the learning log with that of the pedagogical intentions of the curriculum in order to examine the discrepancy between the experienced and the intentional learning objectives. The paper is divided into two sections. The first section is a literature survey on theories related to the learning log and the curriculum. The second part is constituted by three semi-structured group interviews concerning student´s views on the learning log.

The aim of this study is to examine which communication channels and communication strategies Umea? municipality could use for information concerning outdoor recreation. To achieve this aim the following theories and views have been applied: social communication, communication strategies, two-way symmetrical communication, social media and uses and gratifications. The study was conducted through four focus group interviews and one informant interview. The focus groups consisted of four groups of outdoor enthusiasts in Umea? municipality: outdoor interested students, organized outdoor enthusiasts, active families and active seniors.

The aim with this essay is to investigate the attitude that employers have towards conflicts at the workplace and how this affects their way to prevent and deal with conflicts among employees. Another part of the essay is to discuss pedagogical issues related to learning through conflicts. With this aim and these questions of issues, we have found out which attitude employers have towards conflicts at the workplace as well as how they prevent and deal with them. We have also investigated which opportunities for further development employers sees in situations of conflict. This study is based on qualitative interviews with six women who are head of units within the communal area.

In an environment, demanding both innovation and flexibility, higher requirements of competitiveness and productivity is a necessity. Changed conditions of today's working situations have resulted in an actualization of new ways and methods of working. This has contributed to a development of participating working processes in form of groups and teams. The purpose of these communal working processes is that they ought to result in an increased knowledge and understanding among the group members which in turns will generate positive results in the daily work. This drives the search for new knowledge and development possibilities to handle these changed working processes.

The purpose is to increase awareness of the importance of staff engagement in the work environment and how the organization works to engage employees to want to participate actively in the work environment.The questions we seek answers to in this study is the following:What affects the staff to engage in the work environment from a managementperspectiveAre there external factors that affect the organization and the individual's engagementto work with the working environment?We have create a model that is based on recent research to define our definition of engagement. The model contains four factors : Clarity, Advocacy opportunities, resources and feedback. The method we have used to answer the purpose in this study is ten qualitative interviews with persons with work environment responsibilities.The result shows that the engagement regarding work environment is important to get the employees to actively participate. To get the engagement from the employees the organizations need to provide, clarrity, advocacy opportunities, resources and give mutual feedback.

This paper aims to provide a description of how knowledge can occur in Apoteket AB, anorganization that is operating on the Swedish pharmacy market. The purpose of this paper isalso to describe how the organizational learning occurs in the organization, and how theoutcome of this learning can be stored in the organizational memory. This subject is ofinterest since Apoteket AB experience changes in their external environment in that they nolonger have monopoly to sell pharmaceuticals on the Swedish pharmacy market. Earlierresearch claims that organizations need to develop new knowledge in order to take action, andthis development needs to be supported by the management within the organization.The collection of primary data was done by two qualitative interviews with employees withinthe organization of Apoteket AB.Our conclusions are that knowledge can occur in many forms, such as tacit and explicitknowledge. The vast majority of the knowledge within the organization is the information thatcan be found in the electronic database Aponet within Apoteket AB, and that is useful for theemployees in their daily work, and therefore is known as explicit knowledge.

Mitt intresse för utomhuspedagogik har väckts under min lärarutbildning, speciellt på min verksamhetsförlagda utbildning där jag kunde observera hur utomhuspedagogiken används i skolan.Syftet med studien är att undersöka vad utomhuspedagogik innebär för lärare, vilken inställning de har till elevernas inlärning inomhus respektive utomhus, anser de att utomhuspedagogik bidrar till elevers större förståelse för NO ämnen, i vilken utsträckning de använder utemiljön i sin NO undervisning samt vilka målsättningar lärare har för elevers lärande i utomhusmiljön.Metod som jag har använt i min undersökning är den kvalitativa intervjumetoden där sex lärare har fått möjlighet att svara på ett antal frågor som handlar om utomhuspedagogiken och på det sättet fick de framhäva sin ställning och sina tankar.Resultaten av min undersökning visar att majoriteten av de intervjuade lärarna har positiv inställning och uppfattning om utomhuspedagogiken samt att mer än hälften använder den i sin undervisning. Studien visar bland annat att olika metoder, avsikter och sammanhang varierar. Resultaten visar även att de lärarna som inte använder så mycket utomhusundervisning har angett tidsbristen och schemaplaneringen som orsak..

The aim with this essay is to investigate the attitude that employers have towards conflicts at the workplace and how this affects their way to prevent and deal with conflicts among employees. Another part of the essay is to discuss pedagogical issues related to learning through conflicts. With this aim and these questions of issues, we have found out which attitude employers have towards conflicts at the workplace as well as how they prevent and deal with them. We have also investigated which opportunities for further development employers sees in situations of conflict. This study is based on qualitative interviews with six women who are head of units within the communal area.