L'objectiu teòric de la meva tesi va ser fer dialogar la corrent d'estudi sobre les cultures juvenils i la Teoria Social del Cos, perspectiva metodològica on aquest es torna un subjecte i es construeix socialment, tot interpretant els relats biogràfics de noies i nois membres dels skinheads antifeixistes i dels latin kings & queens a Catalunya. Aquestes històries de vida són els relats incorporats (embodiment) de cada noia i cada noi, que tenen experiències sobre sí i sobre els altres perquè tenen un cos i perquè són cos. Reconstruir els itineraris corporals d'aquestes noies i d'aquests nois em va permetre reconstruir les experiències que els van portar a identificar-se amb els skinheads i els latin kings, però al mateix temps reconstruir les històries dels grups i descriure i interpretar-ne els símbols, els significats i les pràctiques corporals col·lectives. / El objetivo teórico de mi tesis ha sido hacer dialogar la corriente de estudio sobre las culturas juveniles y la Teoría Social del Cuerpo, perspectiva metodológica dónde este se vuelve un sujeto y se construye socialmente, todo interpretando los relatos biográficos de chicas y chicos miembros de los skinheads antifeixistes y de los latin kings & queens en Catalunya. Estas historias de vida son los relatos incorporados (embodiment) de cada chica y de cada chico, que tienen experiencias sobre sí y sobre los otros porque tienen un cuerpo y porque son cuerpo. Reconstruir sus itinerarios corporales me permitió reconstruir las experiencias que los llevaron a identificarse con los skinheads y los latin kings, pero al mismo tiempo me permitió reconstruir las historias de los grupos y describir e interpretar los símbolos, los significados y las prácticas corporales colectivas. / The theoretical objective of my thesis has been the creation of dialogue between the current studies on youth cultures and the Social Body Theory. In this methodological perspective the body becomes a socially constructed subject, with the interpretation of biographical stories of girls and boys of anti-fascist skinheads and the Latin Kings & Queens in Catalonia. These life stories are the stories embodied by each one of them that have experienced themselves and the others because they are one body and have a body. Rebuilding their body itineraries allowed me not only to reconstruct the experiences that led them to identify with the skinheads and the Latin Kings, but also to reconstruct the histories of groups and furthermore describe and interpret the symbols, meanings and collective body practices.

Gregory of Nazianzus (ca. AD 330-390) was one of the most learned men of his time and is one of the most important theologians of the early Christian Church. His orations, letters and poetry were widely studied and greatly copied in the Middle Ages. However, there is a lack of modern scholarship on Gregory's poetry, which is why there is such need for this thesis, a study of carm. II 1. 22, with introduction and commentary. The introduction focuses primarily on aspects of carm. II. 1. 22 while outlining the events of Gregory's life and situating the poem within them. The commentary is largely linguistic with autobiographical and historical features discussed and brief mention of theological matters.

Denna studie syftar till att undersöka sex lärares attityder till och beskrivningar av arbete inom arbetslag. Den teoretiska utgångspunkten för detta är delvis Andy Hargreaves forskning om olika lärarkulturer, dels varierande litteratur som behandlar skolkulturer, skolkoder, lärares arbete, arbetslagsarbete och arbetslagsorganisation. I studiens syfte ingår också begagnandet av en enkätundersökning. Denna undersökning genomfördes bland undervisande lärare på en 7-9 skola i Sverige. Sex lärare deltog i enkätundersökningen och delgav oss där sina erfarenheter av och attityder till arbete inom arbetslag. Undersökningen pekade i viss grad på att lärarna tyckte sig vara del av en påtvingad kollegialitet. Detta är inte enbart negativt eftersom påtvingad kollegialitet kan ses som en övergång till lärarkulturen samarbete.

Texte remanié de: Thèse de doctorat--Géographie--Rennes 2, 2002. Titre de soutenance : Usages récréatifs de l'espace agricole. / En appendice, contient les éléments de l'enquête et la méthodologie. Bibliogr. p. 405-422.

Reproduction de : Thèse de doctorat : Sciences des agroressources : Toulouse, INPT : 2004. / Titre provenant de l'écran-titre. Bibliogr. 112 réf.

Reproduction de : Thèse de doctorat : Analyse spatiale et agronomie : Toulouse, INPT : 2005. / Titre provenant de l'écran-titre. Bibliogr. 187 réf.

Thèse de doctorat : Sciences agronomiques : Vandoeuvre-les-Nancy, INPL : 2005. / Titre provenant de l'écran-titre. Bibliogr.

Syftet med detta examensarbete var att undersöka hur förskollärare resonerar kring ett lekpedagogiskt arbetssätt och barns relationer. För att undersöka detta valde jag att genomföra min studie med hjälp av intervjuer som metod. Jag valde att intervjua tre förskollärare som alla arbetar lekpedagogiskt på olika förskolor, för att på så vis få en så bred bild som möjligt. Resultatet visar att gemensamma upplevelser är viktigt för relationerna på förskolan, då dessa upplevelser utgör en grund för både samtal och lek mellan barn, men även mellan barn och pedagoger. Även temat och lekvärlden utgör en stabil grund för lek, där både barn och vuxna delar samma kontext. På så vis skapas en gemensam kontext för vad, när och även hur man leker med varandra. Min förhoppning är att denna studie kommer att bidra med kunskap kring hur lekpedagogik kan påverka barns kamratkulturer, men även hur det påverkar atmosfären i förskolan. / The aim of this study was to investigate how preschool teachers reason about the educational approach of pedagogical play, and how it can affect children's relationships. I decided to use interviews as a method. I chose to interview three preschool teachers, who all work with this educational approach. The results show that collective experiences are important for relationships in preschool. These experiences creates a foundation for conversations and play between children, but also between children and adults. The theme and playworld creates a mutual context for what, when and even how you play with each other. My hopes are that this study will contribute knowledge about how pedagogical play can affect children’s peer cultures and the atmosphere in preschool.

This study looks into the field of intercultural miscommunication and misunderstandings on small multicultural Non Profit Organization (NPO) seen from the expats point of view. It is a study based on a qualitative method-design, including a micro-ethnographic study and qualitative interviews on a small NPO on Bali, Indonesia called Project Clean Uluwatu (PCU) that contain volunteers from all over the world. These misunderstandings and miscommunications that occurred on PCU was mostly between local people born on Bali and foreign people working on PCU, due to many reasons, starting with the rapid pace of globalization and that culture don’t evolve in the same speed. Plausible explanations for this, that are raised in this thesis, is that people make sense of events in different ways, especially if the individuals within a misunderstanding belong to both a high context culture and a low context culture and aby that communicate in different ways. This thesis also explain them through Karl Wieck’s sensemaking perspective by applying 7 properties that describes how individuals make sense out of miscommunication by perceiving the event in different ways due to individuals former knowledge, their intentions and own identity.

Many students in an allied health program at a Middle Eastern Arab university were experiencing difficulties with courses taught in English, resulting in poor academic achievement, low grade point averages, a high failure rate amongst its first year students, and an adverse impact upon a future skilled and educated work force for the region. Tinto's theory of institutional action for students' success served as the conceptual framework for the inquiry that used a qualitative explanatory case study method to examine the experiences of those students who were facing difficulties with their studies. To address questions about why students were failing and leaving the school and how the institution might remedy this educational problem, the study employed initial and follow-up interviews and reviews of academic records and portfolios of 6 currently enrolled or recently graduated students over age 21, who volunteered to participate. Content and thematic analysis of the collected qualitative data produced findings indicative of lack of college readiness among students and gaps in institutional practices such as remedial methods for the unprepared students. Based on the study findings, a policy recommendation for improving the educational practices was introduced to support building a better educational environment at the school. The positive social change implications of this study are not only limited to establishing programs to support the students' success and improve retention rates at the institution but also may include the establishment of more effective approaches to the reform measures of the educational system in the country.