The aim of this thesis is to examine how librarians and family historians experience their interaction at the reference encounter, what influences these views and how they affect the service; whether the family historians are aware of these views; which subject knowledge is needed and how this knowledge affects work performance; if there is a need for continuing education, and finally, if the family historians themselves can work as a resource for the library or the librarians? The thesis consists of three parts; in the first a theoretical frame was constructed around the concepts service, continuing education, subject knowledge and attitudes. Role theory was used as a theoretical background to show how expectations influence professional roles. The second part consists of the results given from the qualitative interviews with librarians and surveys with family historians that were performed. In the last part a discussion from the theoretical and empirical information earlier received was made.

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.

 AbstractThis is a bachelor?s thesis within the program society development on the collage Mälardalenshögskola. The subject that will be handled is knowledge recycling, this intervenes very wellwith the program I am undergoing, and this is because Construction Company?s does ingeneral do the same mistakes over and over again. In the long run this will mean higher endprices for the end user.

The students participating in my development work will work with a process book for handicraft studies. In the beginning of their studies, the students need practical knowledge about the development of the profession itself, but they also need to be challenged and learn how to solve problems on their own which will help them gain a deeper knowledge of the subject.    I focus on open questions to create a process with the students. This process is created when working with Solution-Focused-Education. Through ?assessment for learning? we can help the students to improve their self-assessment and understanding of the learning process.

This study is about a social workers? knowledge of shame. Shame in this context is the embarrassment and humiliation that many people feel when they have to apply for financial assistance which equates to approximately half a million people each year in Sweden. The aim of this study is to understand if and how social workers in this field become acquainted with shame, and how it is exposed and then handled by the social workers in the meeting and work with clients. In order to achieve the purpose of the study, we also to some extent, need to study knowledge and how social workers obtain knowledge in social work.

The aim of this study was trough qualitative interviews with teachers and counsellors in Swedish schools, to study their experiences and perceptions of non suicidal self-injury (NSSI) in adolescents. During the study three teachers and three counsellors who worked in four different schools were conducted. The theoretical approach that was used is Michael Polanyis theory tacit knowledge. The outcome of the study was that schools did not seem to talk about NSSI as a problem and the teachers knowledge about it had come from own experiences meeting adolescents whit NSSI. The interviewed teachers and counsellors felt it hard to define NSSI, they mainly referred it to someone who cut themselves.

With examples from a single classroom situation, several educational moments show what goes on between the teacher and the student. The teacher?s responsibility in the learning process is, with a gesture frozen in the air of the moment, to lead and follow the student in her tentative efforts at seeking knowledge. Initially, it is an attempt to shed light upon the "not yet seen" with a certainty that the student herself possesses the capacity and the aptitude to reach greater insight and clarity in her understanding. The Validation/Feil Method presented in this instructional situation illustrates how best to communicate with elderly people suffering from Alzheimer?s dementia.

This study is about organizing major sporting events. Sporting events? numerous positive outcomes for the hosting region has resulted in a growing number and size of sporting events globally. The aim of this study was therefore to provide further knowledge about how organizations in major sport events practically and strategically operate and how processes related to organization and leadership can contribute to the success of the event. The study focuses the context of a Swedish national multi-sport event hosted and held by three different cities, three different years.

The purpose of this thesis is to inquire how a small town can be affected by some planned changes in the physical structure of the town, and how its inhabitants can benefit from those major changes. The town in question is Ulricehamn, and of the four projects considered, two concerns infrastructure. A new railway and a new locality for the major road, today passing through Ulricehamn. The other two projects are run by the local authorities, that is the planning of a modern town park by the lake, and a new public building for cultural purposes. There are no guarantees that any of the four projects will ever be realized, but in the process with this work, they have been considered as already a fact.

The students participating in my development work will work with a process book for handicraft studies. In the beginning of their studies, the students need practical knowledge about the development of the profession itself, but they also need to be challenged and learn how to solve problems on their own which will help them gain a deeper knowledge of the subject.    I focus on open questions to create a process with the students. This process is created when working with Solution-Focused-Education. Through ?assessment for learning? we can help the students to improve their self-assessment and understanding of the learning process.

With examples from a single classroom situation, several educational moments show what goes on between the teacher and the student. The teacher?s responsibility in the learning process is, with a gesture frozen in the air of the moment, to lead and follow the student in her tentative efforts at seeking knowledge. Initially, it is an attempt to shed light upon the "not yet seen" with a certainty that the student herself possesses the capacity and the aptitude to reach greater insight and clarity in her understanding. The Validation/Feil Method presented in this instructional situation illustrates how best to communicate with elderly people suffering from Alzheimer?s dementia.

Natural and environmental issues are everyday parts in preschool but when educators shall consciously work with sustainable development they tend to stop at recycling and what is necessary to be done for achieving the Grön Flagg-certification. I have been observing various preschools and noticed that sustainable development is flawed, often because of the teachers lack of interest, knowledge and in some cases both. Out of this grew an idea of making a project that could help the teachers see how the work with the subject in a fun and educational way can become a part of the preschools everyday routine. I made a tutorial booklet with basic facts and activities relating to sustainable development and the three questions in my report were how much knowledge and interest the teachers initially have, if the tutorial booklet could help the teachers to produce new knowledge and interest for the topic and if it turned out to be easier for them to provide educational activities within the subject. There were three departments that participated in my survey and the methodology of collecting data was an anonymous survey with the teachers' own comments in response.

The purpose of this survey is to better understand how students in Swedish upper secondary school perceive knowledge in history. 44 students from two different schools took part in the survey. The students partaking were asked to make a rough plan for a course in history, in which they were to both suggest contents of the course and also motivate their choice of content by arguing their view of the purpose of knowledge in history. The results of the survey were then compared to the curriculum of the history subject. The survey shows that a majority of the students asked find modern history, especially World War 1 & 2, and Swedish history to be of importance.

This study examines how management consulting firms work with business- and functional strategy and how these strategies are interrelated. More specifically we focus on business strategy (business unit level) and knowledge strategy (functional level) and whether these are aligned or not, i.e. whether strategic congruence exists.A number of recent studies have examined the importance of business strategy and knowledge strategy in management consulting firms separately, but few have pointed out the importance of the alignment between them. With this study we contribute to the strategic field of research with a model that describes how management consulting firms should work with their knowledge strategy given their business strategy. The model is developed through a synthesis between theories in the field of strategic congruence, business- and functional strategies and thereafter tested by an empirical case study of six management consulting firms.

The students participating in my development work will work with a process book for handicraft studies. In the beginning of their studies, the students need practical knowledge about the development of the profession itself, but they also need to be challenged and learn how to solve problems on their own which will help them gain a deeper knowledge of the subject.    I focus on open questions to create a process with the students. This process is created when working with Solution-Focused-Education. Through ?assessment for learning? we can help the students to improve their self-assessment and understanding of the learning process.