Aus der Einleitung: "In der Vergangenheit wurden Konsumgüter für Massenmärkte entwickelt und produziert. Mittlerweile sind viele Märkte gesättigt und die Produkte haben sich in diesen Märkten funktional immer mehr angenähert. Dies bedeutete, dass die Produkte kostenoptimiert hergestellt werden müssen, um auf diesem Käufermarkt wettbewerbsfähig zu sein (Baumberger 2007). Gleichzeitig ist ein zunehmender Individualisierungswunsch durch die Kunden festzustellen (Fraunhofer Institut ISI 1998). Somit werden auch immer mehr kundenindividuelle Produkte gefordert (Huber et al. 2008). Durch den gesellschaftlichen Wandel hin zu einer Informationsgesellschaft hat der Kunde zusätzlich eine sehr spezifische Vorstellung von dem, was er möchte und gleichzeitig stehen ihm durch die Vernetzung mehr Anbieter zur Auswahl und stärken somit seine Position gegenüber den Unternehmen (Schaller et al. 2004)."

Hur använder lärare matematikboken i dagens undervisning? Dominerar boken undervisningen eller fungerar den som ett redskap, en så kallad artefakt? Syftet med denna studie är att undersöka matematikbokens vikt i dagens undervisning i årskurs tre, genom en kvalitativ metod. Studiens två forskningsfrågorundersökgenom observationer och semistrukturerade intervjuer med tre olika respondenter och tre olika skolor. Datainsamlingen analyseras med fenomenografisk forskningsansats skolinspektionens analysschema. Samtliga lärare som medverkade i studien hävdar att matematikboken är grundläggande i undervisningen samt att matematikboken används till åttio procent i undervisningen. Lärarna belyser att tiden är knapp och matematikboken underlättar tidsmässigt. Resultaten som framkom i studien är att matematikboken dominerar undervisningen. Elever arbetar i stora drag enskilt i matematikboken eller med material som är framtaget från matematikboken under lektionerna. Slutsatsen i denna studie är att det inte råder någon större individualisering eller socialt samspel i klassrummen på grund av den stora del enskilda arbete, lärare använder till största del material från matematikboken eller matematikboken. Slutligen visar både observationer och intervjuer att matematikboken dominerar undervisningen tidsmässigt. Stora undersökningar som TIMSS och PISA visar att nordiska länder använder matematikboken mer än övriga länder, samt ett nedåtgående resultat i matematik för Sverige. I denna studie undersöks matematikbokens vikt i dagens undervisning. / How do teachers use the mathematic textbook in teaching today? Is the mathematic textbook dominant in teaching or is it used as a tool, a so-called artefact? The purpose is to examine the importance of mathematical textbook in today´s teaching in grade three, through a qualitative method. The study two research questions are examined by observations and semi-structured interviews with three different respondents and schools. The data collection is analyzed with phenomenografic research approach. All teachers that participated in the study claim that the mathematic textbook is fundamental in the teaching and that the textbook is used to eighty percent in teaching. The teachers assert that there is very little time and that the mathematic textbook facilitates time. The results that emerged from the study are that the mathematic book dominates the teaching. Pupils generally work individually in the mathematics book or with material that is proceed from the mathematic book during the lessons. The conclusion in this study is that there is no major individualization or social interaction in the classroom because of the large proportion of individual work, teachers mostly use materials from the mathematics book or the mathematic book. Finally, both observations and interviews show that the mathematical book dominates teaching in time. Large studies such as TIMSS and PISA shows that Nordic countries use the mathematics book more than other countries, and a falling result in mathematics in Sweden.  The importance of mathematical textbook in teaching is examined in this study.

Följande studie har som avsikt att belysa pedagogisk differentiering, pedagogisk inkludering, individualisering och läsundervisning samt desssamband. Avslutningsvis sammanförs begreppen för att visa hur de samspelar med varandra i ett sociokulturellt klassrum, där målet är att optimera elevernas läsutveckling. Studien syftar till att beröra hur vitala faktorer i ett differentierat arbetssätt kan leda till detta. Empirin är utvunnen från en fokusgruppsintervju och analyserad med stöd av en tematisk analys och med ett sociokulturelltperspektiv i åtanke. Informanterna består av tre verksamma lärare i årskurs 4–6 som har samtalat kring differentierad undervisning och läsundervisning. Det differentierade arbetssättet var bekant för informanterna, då de arbetatkollegialt med detta. Resultatet av intervjun signalerar att relationer och gemenskap är viktiga faktorer för att kunna anpassa lektionsinnehåll, aktiviteter och uppgifter, därresultatet kan leda till en lyckad läsundervisning, i längden en god läsutveckling för alla elever. Informanterna framhåller också valet av materialsom en viktig faktor för att tillgodose varje elevs individuella utveckling inom ramen för gemenskapen, vilket kan ha en positiv effekt på elevernas självkänsla. De anser också att val av tempo, nivå, omfång, metod och intresse inom ett differentierat arbetssätt kan inkludera samtliga elever redan under planeringsfasen.

Die Arbeit widmet sich der Gruppe der nicht-traditionellen Studierenden. Unter dem Begriff nicht-traditionelle Studierende werden dabei all jene Studierenden gefasst, die – ohne (Fach-)Abitur – auf der formalen Grundlage beruflichen Qualifikation eine Hochschulzugangsberechtigung erhalten haben. Einen Ausgangspunkt der Untersuchung bildet der Beschluss der Kultusministerkonferenz (KMK) von 2009 zum „Hochschulzugang für beruflich qualifizierte Bewerber ohne schulische Hochschulzugangsberechtigung“. Im Fokus der Untersuchung steht das Phänomen der Studienentscheidung. Gefragt wird: Wie und warum haben sich nicht-traditionell Studierende für ihr Studium entschieden? Empirische Grundlage bildet eine Interviewstudie mit insgesamt 82 nicht-traditionellen Studierenden, die bis zu viermal über den Verlauf ihres Studiums hinweg befragt wurden. Die Ergebnisse zeigen, dass die Studienentscheidungen vor allem unter den subjektiven Eindrücken und objektiven Bedingungen der Erwerbsarbeit getroffen werden und dass Studienmotive stark von berufsbezogenen Orientierungen gekennzeichnet sind. Die Studienentscheidungen werden durch höchst individuelle Ereignisse und Entwürfe nicht nur angestoßen, sondern auch vollzogen. Allein die Tatsache, dass ein Übergang aus dem Beruf in die Hochschule keine gesellschaftlich genormten Präskripte aufweist, macht den Studienwunsch zu einer höchst individualisierten und selbstverantworteten Entscheidung. In Anschluss an Becks (1986) Individualisierungsthese wird die Studienentscheidung im Rahmen von Wahlbiografien durch das Zusammenspiel von Freisetzung, Entzauberung und Re-Integration als individualisierte Entscheidung rekonstruiert. Die Ergebnisse zeigen zudem eine tiefe Verankerung einer Normalitätsvorstellung von Lebensläufen, die im Entscheidungsprozess als Orientierungsmuster wirksam sind. Schließlich wird die Studienentscheidung auch als ein Prozess des Abwägens rekonstruiert. Neben den als fallübergreifend zu rezipierenden Ergebnissen schlägt die Arbeit schließlich eine typologische Bestimmung der Studienentscheidungen im Kontext biografischer Orientierungen vor. / The present paper examines the group of non-traditional students in Germany. The term non-traditional students defines all those students who have received their university entrance certificate based on occupational skills without having a school-based university entrance qualification. One starting point of this survey is based on the determination of the German „Kultusministerkonferenz“ in 2009. Under these conditions, educational decisions gain importance in later phases of life, at least for the group envisaged here. The focus of this study is the phenomenon of the decision to study. The empirical basis of the work is an interview study with a total of 82 non-traditional students who were questioned up to four times over the course of their studies. The results refer to a complex bundle of different aspects that constitute the decision. First of all, it is revealed that the decision to study is made under subjective perceptions and objective conditions of gainful employment, as well as, reasons to study are strongly marked by job-related orientations. The decision to study was initiated and fulfilled through highly individual life events and drafts. Even a transition from a job to an institution of higher education is socially non-standard; this makes the desire to study a highly individual and self-responsible decision. Following Beck´s (1986) thesis of individualization, the decision to study is reconstructed by biographical choices through interaction of detraditionalization, disenchantment and reintegration as an individualised decision. Furthermore, the results indicate a deep establishment of beliefs in institutionalized life course which affect the decision process as a pattern of orientation. Finally, the decision to study is also reconstructed as a process of balance pros and cons. In addition to the cross-case results to be received, this paper proposes a construction of types of study decisions in the context of biographical orientation.

This study is about high-performing students in mathematics. The purpose of the study was to increase the knowledge about teachers view of adaptions for the high-performing students and how teaching mathematic and its content adapts to these children. The method used in the study was semi-structured in- terviews with 10 teachers in the early years of compulsory school. Data was an- alyzed using Shulmans theory of teacher knowledge base. The result shows three variations of lessons that the participating teachers use. The difference between these lessons was the mindset of how adaptions should be made to the high- performing students in mathematics. It also shows that teachers’ mindset and what guides them in general differs in the three different lessons, also how to work in mathematics. Even though, most teachers wants their students in the same subject area but in different levels of difficulty. The teachers in the study adapts mathematics to the high-performing students’ so the teaching is stimulated and challenging, but how the teachers dose it dif- fers. / Studien handlar om högpresterande elever i matematik. Studiens syfte var att öka kunskaperna om lärares syn på anpassningar för högpresterande elever samt hur matematikundervisningen och dess innehåll anpassades. Studiens undersökningsmetod var kvalitativa semi-strukturerade intervjuer och riktade sig till 10 lärare i grundskolans tidiga år. Den data som samlats in analyserades med hjälp av Shulmans ramverk om lärarkompetens. Resultaten visar tre olika lektionsvarianter som har olika tankesätt om hur anpassningar sker i undervis- ningen till högpresterande elever. Det visar även att det föreligger stora variat- ioner i hur lärare tänker och vad som styr dem i undervisningen, dessutom råder det skillnad i val av arbetssätt. De flesta lärare förespråkar att de vill ha alla ele- ver inom samma ämnesområde men på olika nivåer. Sammantaget gör lärarna anpassningar för att de högpresterande eleverna ska få en stimulerande och utmanade undervisning, men hur anpassningarna sker skiljer sig mellan lärarna.

Diploma thesis is focused on the individualization in providing diets in three homes for the elderly in the South Bohemian region. The main goal of the qualitative research was to uncover what the options of the homes in providing the diets are, where the boundaries and the limits of the individualized care are and what the clients' attitude toward individualization is. Results of the research show that the homes for the elderly can accommodate just to the basic requirements of the client, such as replacing unpopular dish or side dish for another one. Medical restrictions of the clients in preparation and serving their food are taken into account. The homes don't have the capacity for greater individualization. Another problem is the lack of staff. The homes are limited by legislation rather than by their financial budget. Clients' conservative and conformal attitudes are not empowering managers to expand some options or to change the system. The concept of the individualization is interpreted by the homes for the elderly in different ways. In practice, they rather just try to individualize the diets, than truly doing it. It turned out that individualization is a complex phenomenon and the extend of its fulfillment depends mainly on organizations' overall approach to the clients and on the clients'...

The diploma thesis deals with the issue of catering in the home for elderly people in Prague. The topic is reviewed from a socio-cultural point of view. The main objective is to penetrate the world of diet and catering of seniors living in a total institution, which is characterized by specific features affecting the rights and personal freedoms of its clients. The home for elderly people is committed to comply with the statutory regulations of the Social Services Act as well as its own internal guidelines, while the compliance with legislation and various aspects of catering, including dining, eating, the environment in which food is consumed, as well as those participating in preparation and serving of meals is negotiated at a committee. The relationship between the layers above is captured by an ethnographic study that gives an overall picture of the catering process with all its specifics. Research has revealed that the catering process is becoming an individualized activity at many levels, enabling clients to make autonomous decisions about the process. Nevertheless, staff and clients are aware of limits that prevent individualisation. Key words: diet - meal - catering - senior - total institution - ethnographic study - individualization

The romantic western, heterosexual couple´s love is a social and cultural construction, which has altered in significance and terms between different time periods, places and social or economic groups. The new, modernized ideal of “romantic love” has in earlier research been exclusively linked to the European bourgeois class during the 19th century and their economic and social progress. The modernizing processes in the Western society during this period has also been said to both form and be affected by the romantic ideal of love during the 19th century. Two of the most important processes of modernization in the western society at the time was the secularization and individualization of structures and lives. In this study I explore these modern values and their expressions through and within the romantic love concept typical for the 19th century, within a social and economic group that has not yet been explored in this context; the working class.       Through a collection of love letters written by two workers in Sweden during the 1890s I investigate expressions which contain a secular or individualized understanding of love and if and how these expressions differed from the modernity expressed in love letters within the upper-class pairs of the time. My purpose is thus to contribute with a more nuanced and representative account of the origin and practice of the modernized understanding of love, than earlier research has done. In my study I show that the working-class couple in fact seemed to inhabit a more modernized view of love then the contemporary couples from higher parts of society. This was expressed through a lack of Godly love and the absence of religious guilt or conflict related to the worldly love for another person in the letters. The working-class couple also expressed a more modernized understanding of love through a more intense and active need for reflexivity, reciprocity, and confirmation in the building of their relationship. Accept from the fact that this couple still placed God in charge of their future material happiness, the expressions of love within the working-class relationship which I have identified thereby shows a new standpoint to present research; modernization and the romantic love concept during the 19th century do in fact not seem to have been exclusively linked to the upper classes and their material wealth, family structure or gender roles.

The thesis is focused on the DIY principle that can be a catalyst for collectives and individuals aiming to emancipate (consciously or unconsciously) from individualization and commodification that is symptomatic for today's society. This principle is adopted by various subcultures, but I am focused particularly on the hardcore-punk subculture (or precisely said - counterculture), which ideology is based on the idea of non-consumer society emancipated from values, norms and rules, that are being introduced to us by the mainstream society and its power structures. The analytical part of the thesis is focused on particular individuals and collectives, their activities, motivation, as well as the internal functioning of collectives. A combination of methods of qualitative research, especially participant observation and semi- structured interviews, were used for data collection. Data was analyzed using open coding. The collectives show better ability to resist commodification based on long-term practices commonly used in hc-punk to resist to the process of individualization. Their ability to create communities and collective activities is limited. Key words individualization, commodification, hardcore-punk subculture, diy principle, colectives, anarchism

<p>Предмет докторске дисертације јесте индивидуализација казне затвора, и то три њена нераздвојна аспекта &ndash; криминолошки, кривичноправни и пенолошки. Први део рада, посвећен је криминолошком аспект индивидуализације казне затвора. Кривичноправним аспектима индивидуализације казне затвора посвећен је други део рада. Предмет истраживања у трећем делу рада јесте пенолошки аспект индивидуализације казне затвора.</p><p>Разноврсни су криминогени фактори који утичу на појединца да учини кривично дело, али они пре свега могу бити субјективни и објективни. У току кривичног поступка, они се вреднују и утичу на саму индивидуализацију казне затвора. Осим тога, њихов значај је огроман и у току извршења затворске казне. Зато су криминолошки аспекти нераздвојни од кривичноправних и пенолошких аспеката.</p><p>За свако кривично дело прописана је казна у распону, тако да се кривичним законодавством Републике Србије не прописује казну која је апсолутно одређена, нити казна која је апсолутно неодређена. С обзиром на то да се казне затвора прописује у распону судија у кривичном поступку мора да је индивидуализује, на основу одређених околности. Те околности су пре свега оне које се односе на личност учиниоца кривичног дела. Овде је реч о индивидуализацији казне затвора у ужем смислу, о којој одлучује суд.</p><p><br />Казна затвора се индивидуализује и након што осуђујућа пресуда постане правноснажна, и траје све док се и сама казна не изврши. У току извршења казне затвора личност осуђеника је главни критеријум за индивидуализацију казне у самом казненом заводу, а сама индивидуализација се спроводи пре свега од стране затворских власти. Осим тога, казна затвора се индивидуализује и кад се извршава у просторијама у којима осуђени станује. Овде је реч о индивидуализацији казне затвора у ширем смислу.</p><p><br />Циљ истраживања предметне проблематике јесте да се укаже на актуелно стање у вези са индивидуализацијом казне затвора у теорији, да се анализирају прописи из ове области и предоче законска решења из појединих држава који се тичу предметне проблематика. Крајњи циљ јесте да се укаже на значај<br />индивидуалиације казне затвора како у поступку изрицања казне, тако и у поступку извршења и да се дају конкретни de lega ferenda предлози.</p> / <p>Predmet doktorske disertacije jeste individualizacija kazne zatvora, i to tri njena nerazdvojna aspekta &ndash; kriminološki, krivičnopravni i penološki. Prvi deo rada, posvećen je kriminološkom aspekt individualizacije kazne zatvora. Krivičnopravnim aspektima individualizacije kazne zatvora posvećen je drugi deo rada. Predmet istraživanja u trećem delu rada jeste penološki aspekt individualizacije kazne zatvora.</p><p>Raznovrsni su kriminogeni faktori koji utiču na pojedinca da učini krivično delo, ali oni pre svega mogu biti subjektivni i objektivni. U toku krivičnog postupka, oni se vrednuju i utiču na samu individualizaciju kazne zatvora. Osim toga, njihov značaj je ogroman i u toku izvršenja zatvorske kazne. Zato su kriminološki aspekti nerazdvojni od krivičnopravnih i penoloških aspekata.</p><p>Za svako krivično delo propisana je kazna u rasponu, tako da se krivičnim zakonodavstvom Republike Srbije ne propisuje kaznu koja je apsolutno određena, niti kazna koja je apsolutno neodređena. S obzirom na to da se kazne zatvora propisuje u rasponu sudija u krivičnom postupku mora da je individualizuje, na osnovu određenih okolnosti. Te okolnosti su pre svega one koje se odnose na ličnost učinioca krivičnog dela. Ovde je reč o individualizaciji kazne zatvora u užem smislu, o kojoj odlučuje sud.</p><p><br />Kazna zatvora se individualizuje i nakon što osuđujuća presuda postane pravnosnažna, i traje sve dok se i sama kazna ne izvrši. U toku izvršenja kazne zatvora ličnost osuđenika je glavni kriterijum za individualizaciju kazne u samom kaznenom zavodu, a sama individualizacija se sprovodi pre svega od strane zatvorskih vlasti. Osim toga, kazna zatvora se individualizuje i kad se izvršava u prostorijama u kojima osuđeni stanuje. Ovde je reč o individualizaciji kazne zatvora u širem smislu.</p><p><br />Cilj istraživanja predmetne problematike jeste da se ukaže na aktuelno stanje u vezi sa individualizacijom kazne zatvora u teoriji, da se analiziraju propisi iz ove oblasti i predoče zakonska rešenja iz pojedinih država koji se tiču predmetne problematika. Krajnji cilj jeste da se ukaže na značaj<br />individualiacije kazne zatvora kako u postupku izricanja kazne, tako i u postupku izvršenja i da se daju konkretni de lega ferenda predlozi.</p> / <p>The subject of the doctoral thesis is the individualization of incarceration and its three inseparable aspects &ndash; the criminological, criminal-law and penological aspect. The first part of the thesis deals with the criminological aspect of the individualization of incarceration. The criminal-law aspect of the individualization of the punishment of incarceration is discusses in the second part. The subject of the third part is the penological aspect of the individualization of incarceration.<br />There are various criminogenic factors which influence an individual to commit a crime, but they are, first and foremost, divided into the subjective and objective. During a criminal procedure they are evaluated and then influence the individualization of incarceration. Furthermore, they are of great importance during the execution of a prison sentence. Because of this, the criminological aspects are inseparable from the criminal-law and penological aspects.<br />Punishments are perscribed within certain ranges for every crime. The criminal law of the Republic of Serbia also does not define punishments absolutely, nor does it leave a punishment absolutely undefined. Considering the fact that the punishment of incarceration is perscribed in a certain range, the judge in a criminal procedure must individualize it based on the existing circumstances. These circumstances include, above all, those concerning the personality of the defendant. The subject here is the individualization in its narrow sense, which falls under the jurisdiction of the court.<br />The punishment of incarceration is further individualized after a sentence becomes final and produces legal effect until the complete execution of the sentence. During the execution of a prison sentence the personality of the convict is the main criteria for the individualization of the sentence within the detention center itself, first and foremost by the prison authorities themselves. Apart from this, the punishment of incarceration is also individualized when it is being executed in the place of residence of the convict. This is the individualization of the prison sentence in its broader sense.<br />The goal of the research of this subject is to highlight the current state of individualization of incarceration in theory, to analyze legislation from this field and to present legal solutions of certain countries concering the subject. The final goal is to stress<br />the importance of the individualization of incarceration in the process of sentencing as well as during the execution of a sentence and to give concrete de lega ferenda proposals.</p>