This paper concerns the ideas on society, policies and economic thoughts on Ireland before the cataclysmal famine of the 1840s. Senior, classified as one of the classical economists, elaborated these in the period 1829 – 1836, thus during the period of Parliamentary reform. As a trusted counsellor of the Whig governments, Senior advocated measures opposite to the common notions of laissez-faire. His basic ideas are contrasted to those of Malthus concerning economics and, in particular, the population doctrine that Senior never believed in and in its crudest form refuted. Senior regarded Malthus’ doctrine as devastating to governmental policies. Senior wanted an efficient and strong government. Moreover, Senior evolved ideas, in fact a strategy, for raising Ireland out of her common destitution instead of institutionalizing poor laws. This strategy embraced Catholic emancipation, education, public investments in infrastructure and emigration. His ideas, and proposals akin to Senior’s, are related to the political discourse of the day, which took a more common view of laissez-faire during the period considered. Nevertheless, there is consistency in his ideas on government, public investments and laissez-faire. Senior cannot be described as anything other than an early liberal and a classical economist and, hence, an advocator of economic laissez-faire. This paper underlines the need for a clear distinction between economic laissez-faire as a concept and the concept of political laissez-faire, whereas the former concerns thoughts on economics and the latter is related to the notion of the impassivity of the period of today’s discourse.

published_or_final_version / Education / Master / Master of Education

Platonic Echoes in the 33-36 fragments of Aristotle’s Protrepticus”. Theaim of this paper is to examine the series of fragments 33-36 of the Protrepticusunder the light of a possible Platonic influence. Our thesis is that, despite the factthat the definition of science as the knowledge of causes and the identificationof these with the principles of reality is an essential conception of Platonism, thefact that we find in the Protrepticus the influence of this conception does not allowus to infer that Aristotle is referring there to the Platonic Ideas or to the idealnumbers defended by his teacher whether it be in his exoteric work or his oralteachings. From our perspective, even though it seems undeniable that, at thetime when he wrote the Protrepticus, Aristotle nourished from some of the mainPlatonic theses, theses which will determine the way in which he understandsreality, it is also undeniable that Aristotle held a critical stand in front of someof the conceptions defended in the nucleus of the Academy. / El objetivo del presente trabajo será examinar la serie de fragmentos33-36 del Protréptico a la luz de la posible influencia platónica. La tesis que intentaremosponer a prueba es que, pese a que la definición de ciencia como elconocimiento de las causas y la identificación de estas con los principios de lo reales una concepción esencial del platonismo, el hecho de que encontremos en elProtréptico la influencia de esta concepción no nos permite inferir que Aristótelesse esté refiriendo allí a las Ideas platónicas o a los números ideales defendidospor su maestro ya sea en su obra exotérica o en sus enseñanzas orales. Desdenuestra perspectiva, si bien pareciera ser indudable que, al momento de escribirel Protrético, Aristóteles se nutre de algunas de las principales tesis platónicasque condicionarán su propia manera de entender la realidad, también parecieraser innegable que Aristóteles tiene una postura crítica respecto de algunas delas concepciones defendidas en el núcleo de la Academia.

This doctoral thesis identifies and analyzes narratives of Greenland's future that emerged in the context of developing and modernizing the dependency's natural resources industries in the 1900s until the 1960s. After almost two centuries of Danish colonial rule, the turn of the 20th century witnessed a profound change in Greenland's governance. Although contested at first, the notion of cultural progress increasingly linked developing a modern industry to a productive economy under Danish auspices. Ideas of modernity that connected rationalities of the market with political power and science were unparalleled in the colonial discourse on Greenland's future. How were the development of Greenland's natural resource industries and its role in Danish governance debated? Which narratives emerged in this context? As the studies in this compilation thesis suggest, the rationalities of science, markets, and power became entangled in an unprecedented way during these decades, creating new ways to imagine Greenland's future. The first paper analyzes the application of a private stakeholder group of Copenhagen's financial and economic elite for access to Greenland as a private, for-profit venture to extract and trade with the colony's living resources in 1905. The motif of an Arctic scramble was constructed through the authority of science, still resonating in the debate on rare earth mining today. The second paper identifies the business relationships between the group's members, connecting major Danish financial institutes and private economic interests in the late 19th and early 20th century. The third paper focuses on the commercialization of Greenlandic fisheries in the 1910s until the late 1920s and the fisheries scientist Adolf Severin Jensen (1866-1953). Jensen's work is an example of how applied sciences connected both scientific and political agendas, carried out in a colonial setting. The fourth paper focuses on the narrative analysis of (Danish-language) Greenlandic newspaper coverage of Qullissat between 1942 and 1968. Representations of the coal mine and nearby settlement on Greenland's west coast, which were closed down in 1972, are at the center of this study. While the coal mine was presented as a Danish success to establish an independent energy supply and to introduce modernization measures, it was presented as a Greenlandic failure to adapt to modern demands of economic productivity in the years leading up to its closure.

This paper is a study of the social ideas in the dramas of Benito Pérez Galdós.

How artists develop their ideas has been envisaged as a mysterious and intriguing process, difficult to understand or emulate. The "mystery" of how art ideas evolve has carried through to education, where students and teachers may view the introduction of how to formulate ideas as an unachievable task. Art educators have recognised the investigation of how artists think through the progression of their own practice as being an important aspect of understanding the evolvement of art ideas, and have advocated that approaches to teaching and learning should be grounded in such artistic thinking. This study was based on the notion that it is important for research to give insights into the differing ways visual art ideas are constructed and to also identify the influences that may impact on this process. Through researching the formulation of art ideas over time in influential contexts, a revealing picture of the process of art idea evolvement emerged. The findings of the research are presented as qualitative categories of description based on the participants' own knowledge and lifeworld experiences as artists.

The aim of this study is to identify the political motives behind the aspiration of the Swedish government to transform 21 counties into 6-9 regions by the year 2023. Two regions were successfully formed in the late 1990’s, yet today little interest is shown by the rest of the country to follow in their footsteps. Despite this, the government shows persistence in its aim to create greater uniformity in how Sweden is geographically divided. A categorization of the motives will indicate whether the new regions will have an administrative, functional or cultural emphasis.      The method is an analysis of ideas of two official reports of the Swedish government. By applying four dimensions as the analytical tool, I can conclude that the main motive is more efficiency in public administration. To some extent a demand for more regional democracy and better legal security also prompts the reform. The theoretical frame of the study consists of three types of regionalism. The analysis shows that a combination of region building and old regionalism explains the priorities that seem to shape more clear administrative and symmetrical regions.

Doctor of Philosophy / Curriculum and Instruction Programs / Jacqueline D. Spears / There is a growing concern that the number of students graduating with a STEM major in the U.S. is insufficient to fill the growing demand in STEM careers.  In order to fulfill that demand, it is important to increase student retention in STEM majors and also to attract more students to pursue careers in those areas.  Previous research has indicated that children start losing interest in science at the elementary level because science is taught with a focus on learning vocabulary and ideas rather than learning through inquiry-based techniques.  A factor that affects the quality of science education at the elementary level is the preparation of elementary teachers. Many elementary teachers feel unprepared to teach science because they lack adequate content knowledge as well as the pedagogical content knowledge (PCK) for teaching the subject.  Previous studies of teacher preparation in science identified some areas with which pre-service teachers need assistance.  One of these areas is understanding children’s ideas of science. To address that issue, this dissertation investigates whether the use of an instructional approach that teaches physics phenomena along with an understanding of how children think about the physical phenomena promotes changes in students’ knowledge of children’s ideas and use of those ideas in instructional and assessment strategies.  Results indicated that students who were explicitly exposed to knowledge of children’s ideas more often incorporated those ideas into their own microteaching and demonstrated higher levels of sophistication of knowledge of children’s ideas, instructional strategies, and assessment strategies that incorporated those ideas.  This research explores an instructional model for blending physics content and pedagogical content knowledge.

The pre-existing knowledge that Earth Science Bachelor students have when they are starting their University studies, is influential on the scientific knowledge that they will have built when they graduate. This thesis examines the alternative ideas that Uppsala University’s first, second and third year Earth Science Bachelor students have on basic geological topics, and whether it influences the knowledge that they develop. These topics include; the definition of density, Earth’s magnetic and gravity field, heat sources inside the Earth, location and movement of tectonic plates, volcanic andearthquake’s distribution on surface, isostasy, weathering and erosion, earth’s past and future, rock formation and the relevant age of continental and oceanic rocks. In order to process this, students’alternative ideas were assessed with a 20-item multiple choice questionnaire, which was formed online and delivered to all the Earth Science bachelor students of Uppsala University, at the end of the academic year. The questions were selected from the Geoscience Concept Inventory (GCI) developed by Libarkin & Anderson (2006). The answers of the questionnaire were statistically analyzed with SPSS software and students’ scores were calculated. One way ANOVA was performed in order to determine if there is a statistically significant difference between students’ scores and the year ofstudies. The expected outcome was that third year students would have higher GCI scores/level ofconceptual understanding, compared to the first and second year students, and that first year students would have the lowest. The results revealed the presence of alternative ideas to all of the students, and that even that the year of studies is a factor that affects the GCI scores, students’ final scores, are relatively low. The Earth’s scientific knowledge is not acquired by the accumulation of relevant information through the years of studies, but the existence of alternative ideas imply a resistance to learning or an obstacle in learning science. / De studenter som börjar på universitet har inhämtat kunskap kring olika naturvetenskapliga fenomen och företeelser under sinuppväxt och genom undervisningen i grundskola och gymnasium. Detta kan ha resulterat i alternativa idéer eller missuppfattningar som står i strid med den vetenskapliga uppfatt-ningen. När desedanbörjar studera på universitetsnivå, så kan den uppfattning deredan har hamna i konflikt med undervisningen och blir till ett motståndmotkunskapsinlärning. Förståelsen av dessa alternativa idéer är därför mycket viktig, speciellt tidigt i en utbildning, då det visat sig i tidigare studier att dessa alternativaidéerkan vara mycket motståndskraftiga mot devetenskapliga förklaringar de möter, även efter att de studerat vidare under lång tid.Syftet med denna studie är att undersökaom kandidatstudenter i geovetenskap vid Uppsala universitet harmed sigalternativa idéer och sedan se hur detta påverkar deras kunskap om grund-läggande delar av geovetenskapernasom jordens magnetfält, källor till värme i jordens inre, platt-tektonik, vulkaner och jordbävningar, isostasi, vittring och erosion, jordens utveckling och framtid, åldern på bergarter och bergartsbildning. Studien genomfördes med hjälp av ett frågeformulär med 20 frågori form av en konceptinventering, vilket är ett diagnostiskt verktyg för att studera alternativa idéer och missuppfattningar hos elever och studenter. Frågorna valdes från en Internetbaserad resurs för s.k. ”Geoscience Concept Inventory”. Dessa skickades ut till studenterpå år ett, två och trepå kandidatprogrammet i geovetenskap, med frågor som täckte de områden som nämnts tidigare.Därefter utfördes en statistisk analysav resultatetoch utvärderades med avseende på studenternas kunnande i de olika frågorna.Ett förväntat resultat var att de studenter som läste på tredje året borde ha mer kunskap och förförståelse än de på första året av programmet. Resultatet avslöjade dock att förståelsen hos de olika studenterna i många fall var relativt lika och kunskapen i stort sett densamma för alla studenter, oavsett antaletår av studier. En slutsats var således att de alternativa idéer som studenterna hade var motståndskraftiga mot nya idéer och kunskap, så som teorin beskrivit det och att det är viktigt att ha kunskap om alternativa idéer som studenter kan förväntas bära med sig i undervisningen.I den geovetenskapliga utbildningenerhålls således inte ny kunskap genom en ständig påbyggnad av ny information genom åren, utan är ett slags ”kamp” mellan intuition och logik, strävandemot en mer vetenskaplig kunskapslogik

2 pp. / This handout reviews healthy meal choices for active youth traveling to away sporting events. It gives examples of healthier food options from different types of restaurants.