The aim of this thesis is to describe and analyse the ideology behind Sida's cultural aid by using postcolonial theory. We want to analyse the discourse on cultural aid that is found mainly in Sida's publications. The interpretation of the sources is made with a hermeneutic base and by using postcolonial theory in combination with Paul Ricoeur's theories on the function of ideology: 1. ideology as distortion, 2. ideology as legitimation, and 3.

There are currently 2160 buildings in Sweden that are protected by law with the designation as a cultural heritage building, which is the strongest protection that can be obtained for a building of cultural historic significance. The purpose of this thesis is to research how strong and sustainable the protection of such a designation is and how you can motivate a revocation. Furthermore, this thesis aims to give an overall insight into all cases where there has been a revocation.To achieve the protection of a designation as a cultural heritage building, the object has to be of outstanding interest on account of its cultural historic value. In the first part, this thesis gives a short historic background of the cultural heritage law and its terms, like outstanding interest and cultural historic value. The County Administrative Board's documents about revocation are the main source for this research.There have been 24 cases of revocation and the frequency of such cases has increased in the past ten years.

This essay examines the debate that arose in connection to the sale of Carl Larsson?s monumental painting Midvinterblot in 1987. My main purpose is to examine which meanings the debaters ascribed Midvinterblot and in which way the debate influenced the paintings significance as cultural heritage. I will therefore argue that the debate initiated a renegotitation of the paintings meaning as cultural heritage. In the debate the debaters emphasized the National Museum?s responsibility over cultural heritage, Midvinterblots aestethic, the paintings economic value and its national implications.

In this study the reliability of dominance profiles as a method of establishing a person's learning style was tested. Eight students at Malmö Academy of Music tried three different ways to learn a short melody at the piano. In this way, their preferred way of learning things (either visual, auditive or kinestetic) was established. Five of the students did best when they used a visual cue to learn a melody, and the remaining three did best when auditive cues were used. All but one of the students had the worst result in the kinestetic trial.

The aim of this study was to explore how young students can be taught during their first year of learning English towards the A1 level according to The European Framework of Reference for Languages, and how the students understand their own learning. The study was carried out in two different classes but with the same teacher, who is qualified to teach English to young learners. The result is based on the analysis of a total of twelve observations of English lessons in two classes in school year one and eight group interviews with the students. Recurrent ingredients through all lessons were activities such as listening to teacher talk, watching films or film clips, singing songs and doing rhymes, using drama activities, talking about the meaning of learning English, practicing guessing competence and learning new vocabulary. The teacher consistently talked about and taught different strategies for language learning.

In this essay we study the practice of teaching and learning through aesthetic learning processes in a Waldorf School. Through an ethnographic field study three Waldorf teachers have been interviewed about their views regarding in what ways aesthetic learning processes are present in their teaching and how learning through these processes is being carried out practically. For the study a specific class has been observed during three days in a Waldorf School in Stockholm to examine how the aesthetic learning processes are being performed in practice.Through the study we have reached the conclusion that in this particular Waldorf School teaching is being performed artistically and through aesthetic approaches and perspectives. This way of teaching is being carried out not only in the aesthetic subjects but also in the theoretic. The results of the study show that aesthetic learning processes are present in almost all of the subjects in this Waldorf School..

In my essay I'm studying what aspects of the school environment that influences the pupils experience of safety and what aspects that strengthens the experience of safety. I'm introducing three different dilemmas from three different places in the school environment. The three dilemmas have that in common that they focus on safety. I'm introducing the after-school centre commission according to the National Agency for Education, presenting results and theories from various researchers and authors about how you can work with safety regarding children's development and learning. My conclusion is that safety is a very important aspect when it comes to learning and for the overall development of children.

The purpose of this master thesis is to investigate if and how the school library in Linnéskolan in Älmhult is working towards the learning goals that can be find in the different school documents that are represented by the municipality of Älmhult. This includes goals for the school, for the school library and for the subject of social studies in the ninth grade. We also want to investigate if the school library helps the students to reach the learning goals and if there are any factors that can be improved in the school library. We have used an evidence based approach to define factors in the school library that can be improved. In the chapter that describes our theoretical approach, we have also discussed three different pedagogical theories; teacher-centered teaching, individual constructivism and social constructivism.

This is a two year master's thesis in the field of museum and cultural heritage studies. The purpose of the thesis is to examine different opinions among museum employees about the role of museums. The thesis also aims to find out to what extent and in what way these opinions are influenced by the museum's own policy documents, the national cultural policy and the academic field of museum studies. I have conducted qualitative research interviews with six employees from three different cultural history museums. The theoretical framework of the thesis is based on Laruajane Smith's term authorized heritage discourse.

In this study the reliability of dominance profiles as a method of establishing a person's learning style was tested. Eight students at Malmö Academy of Music tried three different ways to learn a short melody at the piano. In this way, their preferred way of learning things (either visual, auditive or kinestetic) was established. Five of the students did best when they used a visual cue to learn a melody, and the remaining three did best when auditive cues were used. All but one of the students had the worst result in the kinestetic trial.

Public health is important to many areas of society. It is important to have different goals to focus the work with health promotion in different sectors, one such area is the school. In the society of today there are a lot of public health issues like stress, overweight and physical inactivity. To experience well-being physical activity, sense of coherence (SOC) and the individual experience of stress have important functions. School is an important part of the student?s learning, development and socialisation.

Questions concerning the Cultural Heritage must be integrated in social planning.Therefore there is a need for adequate methods for cultural environmental analysis, toreceive knowledge that is relevant in an integrated conservation. The thesis is a review ofmethods for cultural environmental analysis and discusses the qualifications necessary fora method in order to receive adequate information as well as it discusses what kind ofinformation to be considered relevant. The thesis also analyzes a specific method forcultural environmental analysis in order to exam if it has got the qualifications concludedas necessary if it is to be used in an integrated conservation. The conclusion is that amethod for cultural environmental analysis should collect information about the entireenvironment (integrated information about nature and culture, in a historical perspectiveand how it is today), about social structures, physical remains (buildings etc) and what thecollected information tell about the history of the studied area, as well as what is importantin the landscape of today. Information about how the environment should be treated in thefuture is also of importance.

No abstract.

This bachelor thesis consists of an analysis of museum environment. In the research, case studies have been done at the, Stockholm based museums, Swedish museum of Natural history?s exhibition Natur i Sverige (Nature in Sweden) and the Nordiska museet?s (Nordic history) exhibition Modemakt (Power of fashion) and learning environment Lekstugan (playhouse). The purpose of the research was to study how cultural heritage is used and developed within the museum pedagogy aimed at children. The research is based on a multimodal approach with focus on learning resources.The research examines the museums focus on children and youngsters, what the goals for this focus looks like on respective museum and how the focus is visible in the actual museums.

This thesis was created in an attempt to examine the concept of cultural heritage. What is cultural heritage to us and why do we treat it in the different ways we do? In my attempt to find an answer to this I have chosen to concentrate my interest on a situation where historical objects have been preserved as well as destroyed, Iraq 2003 until 2007. In my research I have divided the Iraqi cultural heritage in three different groups based on the different treatments they where exposed to during the occupation of Bagdad and the aftermath. For each group I have chosen one object or a category of objects to be a representative examined.