Inledning I detta avsnitt redogör vi för tidigare forskning om kunskapssyn och förhållningssätt i förskolan. Vi beskriver utvecklingspedagogikens- och Reggio Emilia filosofins grunder. Materialets betydelse i barnens vardag uppmärksammas och att materialet som barnen möter påverkar deras möjligheter till olika utforskande. Syfte Syftet med denna studie är att undersöka hur pedagogerna arbetar med förskolans material tillsammans med barnen i de yngre åldrarna, 1-3 år. Studien undersöker också vad pedagogerna uttrycker för tankar/syn om förskolans material. Vidare syftar studien till att jämföra utbudet och tillgängligheten av materialet på Reggio Emilia inspirerade förskolor och traditionella förskolor. Metod I studien har det gjorts schematiska observationer och intervjuer i två traditionella och två Reggio Emilia inspirerade förskolor. Det har använts både kvalitativ och kvantitativ metod. Observationer gjordes för att få syn på materialutbudet, tillgängligheten av materialet samt vilken interaktion som skedde. För att kunna få tag på förskollärarnas tankar om materialets betydelse för barns lärande har det gjorts intervjuer. Resultat Resultatet visar att det mesta av förskolans material inte är tillgängligt för barnen. Gällande materialutbudet så finns det mest av material som kan användas på ett särskilt sätt, (fast material). Material som går att variera och förändra behöver det finnas mera utav i utbudet för att barnen ska få möjligheter att agera med dessa. Det upptäcktes skillnader i vad pedagogerna på de traditionella förskolorna och de Reggio Emilia inspirerade förskolorna hade för pedagogiska tankar och arbetssätt i mötet med barnen och materialet. På de traditionella förskolorna utgicks det ifrån ämneskunskaper när det valdes material till skillnad från de Reggio Emilia inspirerade förskolor som hade barns kollektiva lärande och lärprocesserna i fokus.

Realism is a mode of representation that purports to depict contemporary society objectively and in its entirety. By contrast, modernist artists are often regarded as having turned away from external reality to represent subjective states and to emphasize the artistic (versus mimetic) qualities of art. Building on recent scholarship that has demonstrated that Spanish realist authors were mindful of the limitations of the realist project, this study examines frames as devices through which both realist and modernist authors and artists working in fin-de-siècle Spain signal the limits of perception and representation. / Romance Languages and Literatures

This study aims to examine Ukraine’s relations with the EU and Russia, and explains the different actions taken place between the years of 2004 and 2014. The study is a descriptive case study where the case Ukraine can be used to draw general conclusions for future research.To pursue the aim, the following questions were asked: How has the EU acted towards Ukraine, and why? How has Russia acted towards Ukraine, and why? In this study, the theories of international relations were applied, namely liberalism and realism. The empirical material of this study is based on books, EU webpage and news articles.The conclusion of this study shows that both the EU and Russia have taken many actions to influence Ukraine. The most important actions made by the EU have been the startup of the Eastern Partnership and the Association Agreement, which are both developing an easier transition for Ukraine into the EU. For Russia, the most important actions taken have been to make Ukraine depending on Gazprom, and the rental agreement for the military navy base kept on Crimea. All these actions are taken because of the fact that Ukraine serves as a link between the EU and Russia.

Apie 10 -13 metus vaikai peržengia paauglystės slenkstį. Šiame amžiaus tarpsnyje žmogaus vaizdavimas dvimatėje plokštumoje yra sudėtinga ir įgūdžių reikalaujanti užduotis mokiniams. Žmogaus piešimas dvimatėje plokštumoje dažnai tampa problema. Paaugliams įžengusiems į realizmo (pseudorealizmo) stadiją svarbus tampa darbo rezultatas, atsiranda poreikis daiktus vaizduoti “teisingai“, tačiau tuo pačiu mokinys susiduria su plastinės išraiškos galimybių ribotumu. Ši problema mažina mokinių motyvaciją, kūrybinę raišką dailės pamokose. Tyrimo objektas - 10 – 13 metų mokinių motyvacijos skatinimas, kūrybiškumo ir saviraiškos ugdymo galimybės, taikant tikslingus žmogaus figūros piešimo metodus dailės pamokose. Tyrimo tikslas – atskleisti metodus skatinančius kūrybišką žmogaus figūros ir portreto vaizdavimą dailės pamokose. Tyrimo uždaviniai: 1) išanalizuoti specialiąją literatūrą ir išryškinti vaikų vaizdinės plastinės raiškos raidos aspektus; 2) apžvelgti realizmo (pseudorealizmo) stadijos įtaką 10 – 13 metų vaikų vizualiniai raiškai; 3) atskleisti veiksnius ir metodus skatinančius 10 -13 metų mokinių kūrybiškumą ir motyvaciją vaizduojant žmogaus figūrą ar portretą dailės pamokose; 4) pateikti žmogaus kūrybiško vaizdavimo metodus ir taikymo praktikoje galimybes. Hipotezė – tinkamai parinkti metodai ir aktualios temos, atlikimo priemonių įvairovė, technikos, skatina vaikų kūrybiškumą vaizduojant žmogaus figūrą ir portretą piešiniuose. Tyrime dalyvavo 5 – 6 klasių mokiniai... [toliau žr. visą tekstą] / Children step over the threshold when they are 10 – 13 years old. The man painting task on the two – dimensional place is complicated and challenging student’s skills on this teen’s lifetime period. Drawing the man on the two dimensional place often is a problem. In result of the work becomes very important for teenager’s who are on the stage of realism (pseudo realism). They want to paint things “right”, but at the same time students run into limitation of the plastic expression. This problem lessens student’s motivation and creative expression in the lesions. Object of study: 10-13 years old students. 1. Stimulation their motivation. 2. Training pupils creative and self - expression through purposeful figure drawing methods in art lesions. Aim of study – to reveal methods which give an incentive to creative paintings of the man or portrait in the lesions. Tasks of study 1. To analyze special literature and expose students evolution aspects of the visual and plastical expressions. 2. To review the realism influence on the 10-13 teens visual expression. 3. To reveal factors and methods which stimulate 10-13 teens creation and motivation to paint the man or portrait in art lesions. 4. To present creative methods how to paint the man and to give recommendations how it could be aimed practically. Hypothesis – suitable methods and pressing themes, variety of supplies and techniques stimulate student’s creative skills when they draw portrait or paint the figure of the man in... [to full text]

Lärande är nödvändigt för att organisationer ska kunna utvecklas och förbättras. Tidigare forskning har studerat organisatoriskt lärande ur flera olika aspekter, bland annat som ett utvecklingsinriktat respektive anpassningsinriktat lärande. Syftet med denna studie är att beskriva de mekanismer som påverkar lärandet i en organisation. Den organisationen som studerats är en hemtjänstgrupp som börjat arbeta enligt Vanguardmetoden. Datainsamlingen skedde med intervjuer, totalt intervjuades elva personer i hemtjänstgruppen. Studien hade sin ansats i kritisk realism och strävade därmed efter att avtäcka de mekanismer som påverkar lärandet i en organisation. I resultatet redovisas de mekanismer som antas ha haft effekt på detta lärande. Dessa diskuteras sedan i förhållande till vilken effekt de kan ha haft på lärandet i organisationen. Det visade sig att lärandet i en organisation påverkas av flera olika faktorer som tillsammans utgör det sammanhang som antingen gynnar eller hämmar lärande. / <p>Godkännandedatum 2013-06-07</p>

This thesis accepts the premise that something is amiss in international political theory but, in contrast to numerous recent works, aims to provide more than a eulogy, lament, or nostalgic retrospective on the field. Instead, it seeks to get at the root cause of the problem. I argue that the perennial malaise of international theory is a problem of discipline, in both the ordinary and scientific sense. First, the field is in the grip of unprecedented theoretical tumult, its practitioners in danger of drifting out of familiar currents into a boundless sea of relativism. Second, the scientific status of the discourse remains an issue of concern to many scholars. But the first group of "theorists" promise us little more than diversity, while the second look for theoretical shelter in the false haven of empirical science. The crisis of international theory is thus inflamed by a misrepresented debate in which either too much emphasis is placed on consensus, or too great a virtue made of difference. Returning to the insights of E. H. Carr, I reconceptualize the problem of theoretical consensus in international relations as an issue that is inherently irresolvable and, at the same time, workable. The thesis argues against the view that international relations cannot achieve secure status as a discipline without attaining, or at least aspiring to construct, a global empirical theory. Following Carr, I argue that there are deep and enduring differences in international theory, differences that can always be counted on to undermine the "panacea of a global explanatory theory" (Hoffmann, 1960). These differences are traced, via Carr, to a basic antithesis deriving from the contrasting requirements and standards of normative and empirical theory. By the same token, however, I argue that differences that are irreconcilable on their own theoretical terms can be reconciled within the broader ambit of discipline, provided that the latter is understood as a community of scholars united by basic human interests — the avoidance of war for example — and not as a field of study amenable to the canons of science. To demonstrate the argument, I undertake a study of neoliberalism, focusing in particular on international regimes. I focus on neoliberalism because it is the heir apparent to realism, and on regime theorists because of their explicit attempt to reconcile idealist and realist perspectives. My critique of these approaches concentrates on their open agenda to synthesize realist and liberal international theory. I conclude that regime theory, as it is conceived by neoliberals, disguises, but ultimately founders, on the irreconcilable theoretical differences identified by Carr.

When Amy comes to work at the Festival on the Grand, she enters a world in which feminism has disappeared. Without a way to access feminism, the Festival staff: Judith, Poppy, James, Lisa, and Amy endure the patriarchal rule of Artistic Director, Nick Noble. Tempo captures the Festival in the week leading up to its prestigious 40th anniversary opening night: the Berlioz Requiem and concludes by asking the audience to consider our current treatment of feminism. The afterword that accompanies the script is part personal reflection, part critical analysis. The reflection includes the process of developing, writing, and workshopping the script as well as how the play conveys feminism in form, content, and inspiration. The analysis considers the notion of post-feminism and the dangers of blindly embracing it. This project aims to encourage an audience to be critical of post-feminism and revive feminism in creative and useful ways.

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Critics of the English novel, arguing that it is underpinned by liberalism, frequently claim that the crisis of realism disclosed in the work of many contemporary writers derives from a concomitant crisis of liberalism. Liberalism's dissolution is thus seen to prefigure the death of the novel. This dissertation contends that realism cannot be equated with liberalism and that the contemporary crisis of representation signals a broader crisis of metanarratives. / Focussing on selected novels of five post-war English novelists--B. S. Johnson, Doris Lessing, John Berger, Iris Murdoch, and Angus Wilson--I argue that their different responses to the crisis of representation show that it is not a crisis of liberalism alone. Johnson rejects realism for epistemological reasons; Lessing and Berger question it on political grounds; Murdoch and Wilson combine its strengths with a self-reflexive awareness of its weaknesses. I suggest that Murdoch's and Wilson's novels, which argue that fiction does not reflect reality but endows it with meaning and which are at once representational and metafictional, offer the most fruitful ways of acknowledging the crisis of representation while refusing to be paralyzed by it.