I denna uppsats ställs begreppen interaktivitet och deltagande mot en modern webbplats med fokus på underhållning och populärkultur. Uppsatsen syftar till att svara på vilken form av interaktivitet som går att finna på webbplatsen och hur webbplatsens producenter uppmanar till deltagande genom sitt språk. I fokus är Rooster Teeth Productions webbplats där alla derasproduktioner går att finna. Uppsatsen bygger på forskning om interaktivitet på internet och kopplas till deltagarkultur, fankultur och community. Uppsatsen är en fallstudie på hur nyare internetbaserade produktionsbolag som Rooster Teeth jobbar för att möta sin publik och användarskara.

AbstractThis paper is about the philosophies created by Henry David Thoreau (1817-1862) and Friedrich Nietzsche (1844-1900). The purpose is to show the high degree of similarities between Thoreau?s and Nietzsche?s philosphy.At first glance, it seems far-fetched to suggest an affinity between them; the differences in style and choice of subjects, have most certainly contributed to the fact that very few comparisons so far have been made. There is no evidence that one experienced any influence over the other, neither writer seems to have been aware of the other. Also their different areas of use during the 20th century, may have influenced the almost total lack of search for affinity.

In the Philosophy of Right Hegel develops the concept Sittlichkeit (Ethical life) that represents Hegel´s view of how the State should be constituted. In Critique of Hegel?s ´Philosophy of Right` Marx provides a critical so called ?Prussian? reading of Hegel as ultimately a defense for the Prussian empire of that time. The study focuses on a close reading of the chapter on the state, which includes the paragraphs 257-313 in the Philosophy of Right. It examines how Marx?s philosophy developed from this Criticism including some of his basic concepts, notably Gemeinwesen and Gattungswesen, that he takes over from Hegel and includes in his own theories of human alienation.

This is a study concerning Hegel?s critic of Rousseau?s common will and shows how Hegel?s concept of freedom should be understood from this criticism. This is done first of all through a study of Rousseau?s social contract and Hegel?s Philosophy of Right. The different state theories which Rousseau and Hegel represent, are evaluated separately, first Rousseau?s then Hegel?s to see how Hegel?s philosophy is a continuation of Rousseau?s philosophy.

Lean is a production philosophy which is about increased resource use while meeting customer requirements. The foundation of lean comes from Toyota and their production philosophy The Toyota Way. Professor Jeffrey k. Liker has worked with Toyota's production philosophy and Lean for a long time and has created a 4 P model and 14 principles that characterize the Toyota production system (TPS), which many sources refer to.The aim of my work is to study the working procedure of asphalt projects from sales to the laid asphalt with a focus on planning and production management. The goal is to examine how the lean philosophy can be applied in planning and production to simplify the flow of asphalt projects based on Likers model and principles.

This essay seeks to articulate how one should understand Adorno´s perspective on Kant. The essay produces an interpretation of this very complicated relationship using the (Nietzschean) concepts "affinity" and "ressentiment" : an elucidation that will hopefully make clear that the works of Adorno in many ways constitute a pursuance of Kant´s philosophical insights to their logical ends, especially with the regard to the questions about the purpose of philosophy and its various demands on knowledge, personality, society, ways of ressistence etc..

Existerar det en spänning mellan frihet och jämlikhet som omöjliggör att båda värdena kan realiseras fullt ut i ett samhälle? Kan ett samhälle vara fritt och jämlikt samtidigt eller måste ett av dessa värden ?offras? för att det andra ska kunna förverkligas? I denna artikel driver jag tesen att de är förenliga förutsatt att de tolkas på ett adekvat sätt....

What is the relation between literature and philosophy and what can we learn from it? Is there something about the novel and its language, fiction and narrative that separates it from philosophical litterature? In what way is knowledge about this useful to us, and is it possible to use fiction for the understanding of philosophy?This study makes an attempt to shed some light on the by no means obviuos distinction between philosophy and literature. The aim is to understand what, if in fact there is something that separates philosophy from literature, there is about the distinction that makes it possible for us to separate the ideas in literature from philosophical ideas, and in what way we can use the novel, or fiction in its widest meaning, to understand philosophy. When teaching philosophy you´re often required to make the abstract tangible. But if there´s a misconception about the distinction in what makes philosophical literature philosophical, then maybe there is something to learn from literature, or, at least, something about the fiction and its aesthetics, that makes it easier for us to relate to and understand, for example, the theories that are debated in moral philosophy.There are some philosophers who have used the form of fiction to make their thoughts on philosophical questions understandable.

This case study attempts to examine how students of Religionswissenschaft at Södertörns University reflect about their philosophy of life and if their studies have some impact on their tendency to reflect. Also what aspects the students tend to reflect over will be investigated. In this study the term ?philosophy of life? includes humans thought and conceptions of the world and their outlook on mankind. To answer these question an interview study with 6 students took place, and the transcriptions produced 5 categories; ?The philosophy of life, to believe or not believe?, ?Development of concepts?, ?Outlook on mankind?, ?The founding of meaning? and ?Understanding and progress?.

This paper studies the philosopher Ludwig Wittgenstein during his years (1920?26) as an elementary school teacher in remote Niederösterreich, Austria. The paper gives a survey of his life, and also a brief account of three of his main works: Tractatus Logico-Philosophicus, Philosophical Investigations and Remarks on the Foundations of Mathematics. Attention is given to his alphabetical word list, Wörterbuch für Volksschulen, published for educational use in elementary schools. The study is focused on Wittgenstein?s educational practise, and establishes a connection between his experience as a teacher and his late philosophy..

Since a lot of the power in a professional bureaucracy lays within the operative profession with its strong corporate culture and strong co-workers the executive occupy a weak position. Their power comes from the complexity of the operative professionals work and the difficulties to supervise that work. To avoid conflicts it?s important to make all expectations on the executive equivalent. This can be done by defining the roles of the executives in a philosophy.

Previous research on philosophy for children in schools has almost exclusively focused on how it is perceived by students. The aim of this study is to focus on how it is perceived by five teachers and other adults involved in implementing philosophy for children in schools, in total four teachers participated and one adult who worked with implementing took part in the study. The theoretical background is composed of Olga Dysthes view that knowledge is not only constructed but that the object that one intends to gain knowledge of has to be interacted with and how she applies this view dialogues in the classroom. The study was conducted by interviewing the participants. The results found that the teachers saw philosophy for children as something more than a tool to work with questions that were important to students, they were also viewed as a way to work with language and building solidarity within the class.

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.

Part 1 of 2  ? Lean philosophy ? five steps to get the workplace in order?Part one deals with the theory of what Lean and 5S are.Lean is a long-term approach that involves a quest to become the best on the market by increasing employee engagement, eliminate waste and focus on the right things.5S is a method of order in a system. Businesses around the world are using these 5S which stands for sort, straighten, shine, standardize and sustain. Part 2 of 2 ? Lean philosophy ? five steps to get the workplace in order?Part 2 deals with the practical about 5S and a short summery about the company Wibax AB where the degree thesis took place.Wibax has a a project which involves using 5S in practice and create order in the in preparation lab and in the control room.By finding a solution to this mess reduces the time that was previously spent on searching equipment. Instead of search, the workers can do the real work..

This thesis compares different justifications of human rights with the philosophy of Axel Hägerström. Hägerström´s philosophy uses a strict logic and discards the notion of the existence of absolute values and moral right and wrong. The justifications that are examined are those of Robert Nozick, Alan Gewirth and the postmodern view. Nozick emanates from arguments of natural law, which is rejected by Hägerström as metaphysics. Gewirths logical justification emanates in part from moral arguments and hence differentiates from Hägerström, but it can be used for constructing a practical application of Hägerström's philosophy and thereby motivate a legislation relating to human rights.