Abstract: In this study, I have searched for answers to whether teachers use pictures in their teaching with the purpose of making education easier. Can we use the pictures with a pedagogic purpose? In this study, I have interviewed middle-school teachers concerning this subject.My results show that teachers actually use pictures in order to make the education easier for pupils but they do not do it very often. They think that they do not have the time to look for the good pictures that go with their subject and that they can show in the classroom. They also think that the pictures in the textbooks are good enough and they do not discuss the pictures very much.

The purpose with this essay is to find out which demands the syllabus for the Swedish language make on the pupils in compulsory school compared to some active teachers? point of view. The method I have used to find out is a qualitative interview, where I have interviewed four Swedish teachers of various professional experiences.After the change of government in 1991, the new curriculum committee had a mission where the goal was to develop the best school in Europe. A national target was introduced and the goals were proposed to be of two kinds; goals to strive for and goals to achieve. A problem in this is that the knowledge that pupils in ninth grade will acquire, is formulated in such a manner so that not even experts in each subject would live up to the demands placed on the students.

The purpose of this study was to to examine what teachers think about visual art and how the learning process in this subject does look like. To answer these issues, I made interviews with five teachers of visual art from different schools, and I examined several examples of pupils? artworks. The stories of the teachers were analyzed in relation to governing documents and with assumptions from sociocultural theory, postmodernism and pedagogical - aesthetic research as theoretical point of view.By the qualitative interview method, the observations of the pupil?s artworks, and by the analysis of the interviews with the teachers, I have come to the conclusion that teachers think differently about art but they try to keep themselves in line with the national governing documents.

Abstract: In this study, I have searched for answers to whether teachers use pictures in their teaching with the purpose of making education easier. Can we use the pictures with a pedagogic purpose? In this study, I have interviewed middle-school teachers concerning this subject.My results show that teachers actually use pictures in order to make the education easier for pupils but they do not do it very often. They think that they do not have the time to look for the good pictures that go with their subject and that they can show in the classroom. They also think that the pictures in the textbooks are good enough and they do not discuss the pictures very much.

The purpose of this study is to see how some teachers in primary school creates and adapts their mathematics teaching for students with special mathematical abilities. It also aims to identify opportunities and challenges that teachers see in creating a teaching adapted to these students.In this study, qualitative interviews has been done to collect data. The interviews were conducted with five teachers who all are active in the primary school.The study results show that there is great variation in how the interviewed teachers create their mathematics teaching for students with special mathematical abilities. The use of mathematics book proved to be significant for how this adaptation took place. The result also shows that the teachers? explanations for the choice of the adaptations that they make in teaching vary.

Our purpose was to examine why and how to start a ?bridge building enterprise? between qualified Chinese human capital and Swedish structure capital. The theoretical framework consists of literature from well renowned authors and is divided into four different parts: Intellectual Capital, Knowledge Management, China & Intercultural understanding. The empirical foundation has been gathered from a great variety of different sources in an attempt to cover the many complex angels in which this subject can be looked upon. Chinese students, managers in international companies with experience from China, Chinese employees in Swedish companies and different people with good knowledge of different areas of China are all among our respondents.In our conclusion we have reached the three following conclusions for why one should start a ?bridge building? enterprise in between qualified Chinese human capital and Swedish structure capital:-To fill future shortage of qualified human capital in Sweden.-To improve communication between Swedish companies and the Chinese market.-To develop qualified Chinese human capital with western standards..

The aim of this bachelor thesis is to examine the collaboration between school librarians and teachers in primary school, in order to illustrate how the two professions can work together, how they see their own roles and how they look at the other professionals´ roles. We also discuss earlier studies in LIS concerning collaboration between teachers and librarians. The method of investigation is qualitative interviews with practicing school librarians and teachers, we interviewed three school librarians and three teachers from three different schools in the same county.  As a basis of the discussion and analysis Andrew Abbott's theory of professions is used. The thesis shows that collaboration differs between the schools.

The study examines risk perception and crisis preparedness among personnel at high-schools. The focus is set on teachers and leaders at four high-schools in Örebro municipality, Sweden. The purpose of the study is to examine crisis preparedness and identify factors which influences risk perception and crisis preparedness. The survey consisted of a questionnaire which was completed by 95 respondents. The results show that better information about the crisis preparedness in the schools is needed.

The purpose of this study was to examine how pre-school teachers in Montessori inspired and traditional preschools can work with build and construction with the older children, and what views the pre-school teachers might have on the subject.  The study was implemented through qualitative semi-structured interviews with pre-school teachers. The investigational method was chosen due to the fact that I wanted to gain knowledge about the pre-school teachers? views and perspectives on build and construction activities, and how they might work with it. Another reason was to examine how the view on, and the work with build and construction can resemble and differ between Montessori inspired pre-schools and traditional pre-schools.The result shows that there is both similarities and diverseness between the Montessori influenced pre-schools and the traditional pre-schools, when it comes to how the pre-school teachers reason and work with build and construction.

The study seeks to from professionals perspectives describe and analyze the beliefs they have about women with intellectual disabilities and their pregnancy and motherhood. We will also discuss and reflect on the possible support that professionals find important for women to handle pregnancy and motherhood. The information has been gathered through interviews with five different professions that have come in contact with the audience in their work. In our material we found three distinctive perspectives: a child´s perspective, a parent´s perspective and a community perspective. From these perspectives, we could find many similarities in the informants´ perceptions, which resulted in different themes.

In this study the overall aim is to find conditions for greater inclusion of pupils with SEN in X county by investigating teachers' attitudes and views on inclusion. What are the variables that may affect teachers' attitudes towards inclusion. The variables that will be studied include gender, workexperience, what age of students teachers work with and teachers' subjectknowledge. It is based on a system theory perspective with a pragmatic approach to explore how groups of activities involving or affecting each other. It is a quantitative study with a surveys selected as the method.

Geographical indications designate products which have a specific geographical origin, which can either be national, regional or local. The subject is complicated since geographical indications arises a large number of questions There are EC regulations which regulate the protection of geographical indications, but since the field has not yet been exhaustively harmonized, the existence of national rules of protection is therefore still possible, which can lead to trade barriers between the member states. Consequently, one problem consists in whether it may be legitimate to restrict the free movement of goods by article 28 in the EC Treaty by referring to national rules of protection and to what extent such measures may be justified by article 30 or by the Cassis doctrine. An additional question consists in how the line between geographical indications and generic terms is to be established appropriately. Further, geographical indications are exposed to improper use by other dishonest commercial operators and therefore the possibilities of protection against unfair competition and misleading are also discussed in the thesis.

This study focuses on teachers? and pupils? experiences of their use of one-to-one computers in civics education in Swedish upper secondary school. The experiences of teachers and pupils will also be put in relation to the content of the formal curriculum. The aim of this study is to investigate whether the access of one-to-one computers has changed teaching and learning within civics. The theoretical approaches used are both Tomas Kroksmark?s theory about traditional versus innovative learning and Ruben Puentedura?s SAMR-model.

Even though discrimination of gender in schools and general workplaces is prohibited by Swedish law, there are reports and witness accounts that suggest that discrimination, such as sexual harassment, still exist in Swedish schools.The main purpose with this essay is to look into how questions concerning gender related issues and equality between the sexes is treated in the schools governmental directives, and in textbooks, such trying to examine in what way these questions are addressed in schools. I will answer the following:In what way and to what extent do the governmental directives bring up questions concerning gender related issues and equality, and how are the teachers governed into teaching these matters?Has there been any change concerning these matters between Lgr-80 and Lpo-94?What is written in textbooks in social studies about gender rôle and equality and to what extent do they follow the curriculum?Is there any visible change in textbooks written after Lgr-80 and Lpo-94?In order to answer these questions I will analyze the curricula, Lgr-80 and Lpo-94, and textbooks in social studies written on the basis of these curricula.The study showed a more evident governing towards an active teaching and mentoring the students to equality between the sexes, in Lgr-80 than in Lpo-94. The textbooks followed above all Lgr-80 in three of four cases and in the fourth case the curriculum was not followed at all..

In the early nineties leisure-time pedagogic establishments moved in to school. The aim of the study is to try to find out how leisure-time pedagogues, who have been working for a long time, experience the moving of their establishment in to school and how this affect their practical work and their profession.The study is based on interviewes with four leisure-time pedagogues, who all have been working before?and therefore have experienced the time before?during and after their establishment moved in to school.These interviewes were recorded and later fully transcribed in preparation of analysis. Data was analysed with the help of the sociology of Pierre Bourdieu as a basis. Findings of the study suggest that the leisure-time pedagogues find it positive to be able to cooperate with teachers and other professional groups working in school, they explain how it enabels themselves to see pupils from a different angle and for others working in school to see pupils from a leisure-time pedagogue angle.Some of the pedagogues explain that they find it hard to work with big groups of pupils, or in small surfaces, which they did not have to do before their establishment moved into school.