Abstract Syftet med vår studie är att undersöka hur lärare använder sig av kooperativt lärande ute i skolorna och i vad mån kooperativt lärande bidrar till språk-och kunskapsutveckling. Vår undersökning bygger på en kvalitativ metod och etnografisk studie, i vårt fall klassrumsobservationer. Våra observationer har vi genomfört på två olika skolor, i fem olika klasser, med elever i åldrarna 7-10 år. Resultatet har analyserats efter analysmetoderna koncentrering och kategorisering. Resultaten och analysen visar att det finns både för- och nackdelar inom det kooperativa lärandet och att läraren genom sitt arbete har en stor roll i detta. Vår slutsats är att lärarens roll, strukturerna, strategierna och samarbetsfärdigheterna är det som bygger upp det positiva ömsesidiga beroendet. Det vi också såg var att det fanns en tendens till att arbetsformen tog över från ämnesinnehållet. Utvecklingsområden vi såg inom svenska är att eleverna har möjlighet att utveckla sitt tal- och skriftspråk, genom att de får lov att kommunicera, tänka och lära tillsammans.

This study analyzes the effectiveness of the Cooperatives Working Together (CWT) program. This program is believed to have improved the farm-level price of milk since it began in July 2003. To date, no publicly available analysis addressing this question has been conducted. Total milk removed by the program was determined and expressed as a percentage of total milk produced nationally during the same time frame. Elasticity measures from prior studies were adapted to determine the impact of the program. This analysis suggests the program has had a significantly positive effect on the price of milk. Issues dealing with future action were identified and discussed. In addition to analyzing the effectiveness of the CWT program, a survey was conducted among Utah dairy producers who had recently exited the industry. It was determined that the majority of these producers were older and did not exit through the CWT program. The primary reasons for their exit were their older age, low milk prices, and lack of family interest in continuing to operate the dairy.

Using the focus group methodology, this thesis investigated Instagram’s impact on Knapp’s (1978) relational model, which conceptualized romantic relationships as occurring in stages. In particular, the purpose of this thesis was to gain insight on the ways that young adults (18–25) utilized Instagram’s affordances during the stages of romantic relationships. The focus groups elicited eight themes that provided insights on the motivations and behaviors of individuals who use Instagram’s affordances during romantic relationship processes. These themes included: 1) information seeking, 2) reciprocal idiosyncratic “Like,” 3) unequivocal comment, 4) significant first picture, 5) expected profile engagement, 6) reciprocal photo sharing, 7) jealousy provoking behaviors, and 8) supplemental termination behavior. The first four themes showed that Instagram’s affordances play a large role in the coming together stages of romantic relationships. The next two themes indicated that Instagram’s affordances play a large role in relationship maintenance. Finally, the last two themes indicated that Instagram’s affordances play a moderate role in the coming apart stages of relationships. The uses and gratifications theory was used to explain the findings.

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The purpose of this study was to research teachers' perceptions of the meaning of reading together with students in upper secondary school in the subject Swedish as a second language. The method used in this study was qualitative semi-structured interviews where eight teachers were included. The theoretical framework of the study consists of the sociocultural perspective of learning, Cummins' theories on second language learning, and Parans' theories about the teaching of literature. The study shows that there is no obvious structure of reading together, instead the results indicate that reading together is a highly spontaneous learning activity where different aspects such as choice of literature, group dynamic, or level of language development could affect the shared reading experience. The result also presents the impact of teachers' use of body language and how body language can be used as tool to support students' understanding of a text. Furthermore, the study shows that the foremost didactic possibilities with reading together were the high degree of scaffolding the activity enables and the joy of reading and feeling of fellowship that could emerge from the shared reading experience. The foremost didactic challenge the study presents was to find a book that suits every student, considering both their interest and their different levels of language development. Regarding teachers' perceptions on the meaning of using a second language perspective, it appears that it is not entirely clear what this means. However, it shows that teachers intend to take students' different backgrounds and experiences into account, but how this sometimes can have the opposite effect. Lastly, the conclusion of the study is that reading together is created by the readers and how they interact with the text, and how that creates space for an imaginative and spontaneous shared reading experience by exploratory reading. Keywords: body language, exploratory reading, fiction, reading together, second language learnin

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Recent research suggests that women can use living apart together (LAT) for a reflexive and strategic undoing of the gendered norms of cohabitation. In this article we examine this assertion empirically, using a representative survey from Britain in 2011 and follow-up interviews. First, we find little gender differentiation in practices, expectations, or attitudes about LAT, or reasons for LAT. This does not fit in with ideas of undoing gender. Secondly, in examining how women talk about LAT in relation to gender, we distinguish three groups of ‘constrained’, ‘strategic’ and ‘vulnerable’ female interviewees. All valued the extra space and time that LAT could bring, many welcomed some release from traditional divisions of labour, and some were glad to escape unpleasant situations created by partnership with men. However, for the constrained and vulnerable groups LAT was second best, and any relaxation of gendered norms was seen as incidental and inconsequential to their major aim, or ideal, of the ‘proper family’ with cohabitation and marriage. Rather, their agency in achieving this was limited by more powerful agents, or was a reaction to perceived vulnerability. While the strategic group showed more purposeful behaviour in avoiding male authority, agency remained relational and bonded. Overall we find that women, at least in Britain, seldom use LAT to purposefully or reflexively undo gender. Equally, LAT sometimes involves a reaffirmation of gendered norms. LAT is a multi-faceted adaption to circumstances where new autonomies can at the same time incorporate old subordinations, and new arrangements can herald conventional family forms.

Yes / This paper examines how people living apart together (LATs) maintain their relationships, and describes how they view this living arrangement. It draws on a 2011 survey on living apart together (LAT) in Britain, supplemented by qualitative interviewing. Most LATs in Britain live near to their partners, and have frequent contact with them. At the same time most see LAT in terms of a monogamous, committed couple, where marriage remains a strong normative reference point, and see living apart as not much different from co-residence in terms of risk, emotional security, or closeness. Many see themselves living together in the future. However, LAT does appear to make difference to patterns of care between partners. In addition, LATs report advantages in terms of autonomy and flexibility. The paper concludes that LAT allows individuals some freedom to manoeuvre in balancing the demands of life circumstances and personal needs with those of an intimate relationship, but that practices of living apart together do not, in general, represent a radical departure from the norms of contemporary coupledom, except for that which expects couples to cohabit.