This essay attempts to examine whether it is possible to find a mutual understanding of the concept of drive between Spinoza’s philosophy and Freud’s psychoanalytical theory. Former texts on this subject have given a variety of conclusions: from a radical separation between the two authors to a complete identification between the two. The drive, or the desire which is the term Spinoza uses, has in Spinoza’s philosophy its foundation in the concept of conatus. Conatus is every thing’s strive to persevere in its being and is the expression of God’s, or the only substance’s, force and action in a here and a now. In the Freudian theory the term trieb, drive, is defined by it’s variation regarding object, source and aim. The late Freudian theory of drives separates the life drive, also called Eros, from the death drive. Eros is the strive of every being to maintain life but also to procreate and create stronger unities of life. It is, as the strive of conatus, a persevering strive. However, in examining the strive of conatus to persevere in its being, which could be said to strive by the guidance of a principle of joy, the distinction between the concept of conatus and the Freudian Eros is made visible through the comparison to the Freudian pleasure principle.

<p> </p><p>This study aims to deepen the understanding of which opinions and perceptions the teachers in the study have about the national goals, as well as local, when they plan their lessons in science studies for the younger ages. We wish to illustrate which goals these teachers find most important, their opinions on how they use these and how the different goals affect their design of teaching. The study also aims to examine which syllabuses, national or local, the teachers believe have an effect on their planning. </p><p>Data were collected by interviews with four teachers, combined with questionnaires sent to 25 teachers teaching in science studies in forms 1-6. To analyse the data, key terms from Vygotsky and a sociocultural theory was used, such as situated learning, artifacts, the zone of proximal development, thinking in group and mediation. The data was also interpreted and examined by recent studies regarding this subject. </p><p>The results show that the teachers find their own knowledge, the national syllabus and their colleagues as most important for their planning. Approximately half of the group of teachers, who answered the questionnaire, expressed that their school has a local syllabus, but only a few of these state that they find this document important for their planning. The interviews, however, showed that these documents were regarded as very important by the teachers using them. The teachers also claimed that too little time was set aside for working with the local and the national syllabus.</p><p>The study also showed that goals to strive for were considered most important and influential on the teacher’s design of lessons in science. The teachers however expressed that they find these goals hard to understand and pursue.</p><p>The results also show that when working on goals to strive for, discussions in groups, experiments and observations were the most used methods.  </p>

This study aims to deepen the understanding of which opinions and perceptions the teachers in the study have about the national goals, as well as local, when they plan their lessons in science studies for the younger ages. We wish to illustrate which goals these teachers find most important, their opinions on how they use these and how the different goals affect their design of teaching. The study also aims to examine which syllabuses, national or local, the teachers believe have an effect on their planning.  Data were collected by interviews with four teachers, combined with questionnaires sent to 25 teachers teaching in science studies in forms 1-6. To analyse the data, key terms from Vygotsky and a sociocultural theory was used, such as situated learning, artifacts, the zone of proximal development, thinking in group and mediation. The data was also interpreted and examined by recent studies regarding this subject.  The results show that the teachers find their own knowledge, the national syllabus and their colleagues as most important for their planning. Approximately half of the group of teachers, who answered the questionnaire, expressed that their school has a local syllabus, but only a few of these state that they find this document important for their planning. The interviews, however, showed that these documents were regarded as very important by the teachers using them. The teachers also claimed that too little time was set aside for working with the local and the national syllabus. The study also showed that goals to strive for were considered most important and influential on the teacher’s design of lessons in science. The teachers however expressed that they find these goals hard to understand and pursue. The results also show that when working on goals to strive for, discussions in groups, experiments and observations were the most used methods.

Comparison liability of statutory representatives for company's debts in case of breach of the duty to strive to avoid insolvency and wrongful trading The aim of thesis is to compare liability of statutory representatives for company's debts in case of breach of the duty to strive to avoid insolvency and wrongful trading. The reason for choosing this topic was discussion which was last two years about extent of liability of statutory representatives for company's debts in case of breach of the duty to strive to avoid insolvency in Czech Republic. The work is divided into three chapters. Chapter one provides a general overview of the liability of statutory representatives for company's debts in case of breach of the duty to strive to avoid insolvency. It explains very wide extent of personal liability which the legislature provided not only to members of the boards of directions, but also the influential and controlling person Business Corporation. Furthermore, I analyze the enactment of the new duty to strive to avert bankruptcy and its impact on the members of the board of directors, as well as the newly enacted type of liability, based on a judicial decision. This part deals with questions such as, what extent can be expected in this type of liability, how will accessorial guarantor relationship or what...