The main purpose with this essay is to evaluate how the characters of the sexually deviated was discussed during the sexual political debate in the 1960s, and if those apprehensions were reflected in SOU 1976:9 concerning sexual abuse. Furthermore, my prime intention will be to compare the reconstructed historical context, alias the sexual political debate, with the analyzed document, with the purpose to explicate why the anticipated political action weren?t sanctioned and implemented by the parliament. The analysis is carried out through a methodology that retrieves its primal premises from Quentin Skinners theories regarding the history of ideas. My most essential conclusions would be that there in fact existed an equivalence regarding the ideological framework between the radical axioms that was conceived during the sexual political debate and the stipulations that was formulated in the document.

The aim of this study is to examine how teachers and school librarians view the concept of information literacy in relation to their students, and to find factors that affect their undertakings to make their students information literate. In order to accomplish this, qualitative interviews have been carried out with teachers and school librarians at four Swedish junior high schools. The theoretical framework of this study is the seven faces of information literacy developed by Christine Bruce. The empirical material has been analysed firstly by finding themes that are of importance for the work with information literacy, and secondly by placing the interviewees? commentaries on information literacy in Bruce´s seven faces of information literacy.

In 1990 the education training program for teachers working with children with special needs was changed. One major difference in the new program compared with the former one is that the specialized teacher is now mainly supposed to supervise teachers instead of teaching pupils who have learning difficulties. The aim of this qualitative interview study has been to find out what the specialized teachers think about there education, and how this could influence children with cognitive disabilities in special schools. I have interviewed six teachers who specialized in teaching pupils with cognitive disabilities. Three of them where educated prior to 1990 and the others were educated after 1990.

AbstractMy feature career as a teacher, for the early years of compulsory school, makes it interesting to finding out of how teaching religion can be donned. I am interested in what methods can be used for teaching religion That?s why my purpose aims to find out how five different teachers, of the early ages, works and what methods they use while teaching religion. My issue for this composition is: what methods, or to a point - methods supported by different teaching models, can be used for studying religion in compulsory school? Empirical and specialized literature points in the direction fore methods like storytelling, load reading, drama, group works, independent searching of information, working books and so on.

This essay discusses the decision of licensing for nursery and school teachers. In Swedish society there has for a long time been discourse about professionalisation within various industries, including teaching. One strategy towards achieving professional status is official authorisation of a profession, which occurs when a profession obtains licensing. In February 2011, the Swedish government announced the decision that nursery and school teachers would be licensed. This means that only those with an education can be employed as a teacher and obtain that license.

In this paper, I have examined if and how Saul Bass adapts his title sequences to the respective film in the matter of genre, plot, milieu, feeling and appearance. Saul Bass was really a graphic artist who has made himself a long career in film production, foremost as a creator of title sequences. Of all the films Bass has created title sequences to, I?ve chosen six films, whose title sequences I analyse more thoroughly. I do this to point out the differences between them and thus also show how Bass adapt them to the individual work.

The aim of this study has been to investigate a group of upper secondary school teachers? approach to work with the ethnic multi-culturalism that characterises the Swedish society of today and to point to the obstacles and possibilities the teachers see to work with this. With the help of interviews with eight teachers satisfying results could be reached. The results showed that it was possible to distinguish three different ways to think and act when it comes to the work with ethnic multi-culturalism in school and teaching. The approaches entailed different consequences on the way the teachers conduct their teaching.

The aim of this paper is to analyze and problematize the content in the teaching media Känslan för ord through an integrative perspective. This is done by using two sets of questions based on two of the didactic questions what and how. How is the content of the Swedish subject constructed in Känslan för ord? and How is this content integrated in Känslan för ord? The used material consists of a fairly large amount of literature which provides different approaches, priorities, and methods about the Swedish subject. This literature forms the base for the model used to analyze the course books.The results are based on an analysis of the exercise culture (uppgiftskultur) in the two books and are extensive.

Workbooks are used and has been used for a long time in teaching context with younger children. Given that children start grade 1 after one year of preschool, I will in my study examine what type of activities that are presented in textbooks used for teaching younger children in pre-school and school grade 1. The purpose of the study is, through a selection of published skill-training materials investigate its pedagogical basic view related to reading and write form of education in pre-school and school grades 1. In line with the aim of the study and to answer the study questions, a qualitative text analysis and pictures analysis was carried out. The result shows that there are more similarities in content than the forms of the textbooks, there are assumptions about language as well as how images should be interpreted in a right way.

The aim of this thesis is to ascertain how primary school teachers would like to improve their mathematics teaching. The central questions for this research are:In what ways do teachers want to improve their mathematics teaching?How do the teachers justify their statements?What main features can be distinguished out of the teachers answers?Three interviews and seven surveys have been used to collect information from a total of nine teachers, at one primary school. Teaching pupils from preschool to sixth grade. The results have been analysed, interpreted and discussed using a drama pedagogical perspective, inspired by a holistic approach to learning.

 Abstract This paper is to examine a specific integration projects by the name of SFINX, the participants' perspective. We chose to highlight three themes that concern the analysis what the participants thought about the content / efficacy, effectiveness and efficiency analysis, which means what the participants thought could be improved in the project. What emerged in our study is that research shows that Swedish education with professional orientation and integrated practice is a key factor for migrants to get into the Swedish labor market. And that Sfx teaching has been implemented in several places with good results. SFINX is also a Sfx project but is addressed to engineers.

The question of euthanasia has kept pre-occupying and agitating the minds of thinkers, sweeping the globe, pummelling pedagogy, assailing assumptions, and bludgeoning biases. Both the moralist, ethicist, theologian, psychologist, educationist, anthropologist, politician, physician, patient as well as the common man in the street are interested in it. This pervading interest simply arises out of the fact that euthanasia involves the question of life, and life is something that is a common denominator to all men.The controversy hinges on the fact that, there are divergent views on the moral question of euthanasia. While some would unflinchingly opt for euthanasia others would prefer to oppose it to the best of their strength, yet others will remain agnostic about it. But the issue here remains: is euthanasia in any way morally justified? Has human life an intrinsic value? Or is human life valuable only when it is healthy? Are we the ones who decide when to die? Has the physician any right to either assist or terminate the life of the patient simply on account of suffering? Has the patient any right to end his/her life? Are there some conditions in which euthanasia could be allowed? Is suffering meaningless?The topic of my project is: THE MORALITY OF EUTHANASIA IN THE LIGHT OF THE CATHOLIC CHURCH?S TEACHING.

Pupils learn in different ways. It?s up to the teachers´ to give pupils the knowledge they need to live and work in society. The teacher should be aware of the ways of children learn in the classroom and should teach accordingly. Pupils work individually but should even be offered some kind of group work regularly.

Most of my 16 students show a negative attitude towards mathematics and have difficulty understanding why they need mathematics to work as cooks. Their lack of knowledge has a negative effect on their work in the kitchen because they cannot master relatively simple mathematical solutions. The purpose of this study is to examine if an integrated working method of the subjects mathematics and cooking can change students? attitude towards mathematics and increase their understanding of the value of it in restaurant work. An integrated working method means to integrate the core subjects with programme specific subjects and that teaching is directed towards the main features of the vocational programme in order to create a holistic view.A theory of action research has been applied in this study, aiming to change something perceived as problematic through combining theory and practice in the cooking subject.

The investigation has taken starting point in the Swedish school history by a look back at the last three curricula and its rating system in order to see the differences and similarities between them. Furthermore, the focus was on the implementation of lgr11 and how it has worked out both on the national and local levels, with the help of, among other things Imsens "five faces of the curriculum" and Lipsky theories of grassroots bureaucrats. The aim of the study was to investigate teachers' perceptions of differences in teaching and assessment in grades 7-9, during the changeover from Lpo94 both on lgr11.The questions developed for this purpose was: How do teachers say that their teaching changed in conjunction with curriculum change? Has there been a refocusing about the concept of knowledge in the curriculum shift, and if so, how?How the assessment and grading did change with the curriculum change?Data collection has been made using a quantitative survey with qualitative elements. The survey consisted of 10 questions that everyone faces the transition to lgr11.