No description available.

Syftet med studien är att ta reda på om det finns förutsättningar att skapa ett idrottsrelaterat plagg som kan få liknande genomslagskraft som en välkänd tidlös symbol inom modevärlden, "den lilla svarta" (Coco Chanel). Begrepp som tidlöshet och genomslag är svårdefinierade visar genomgången litteratur. En ansats är att tillämpa filosofiska begrepp för att kartlägga modefenomenet. Förutom de filosofiska begreppen, litteraturstudier och erfarenheter från "den lilla svarta" innehåller studien utarbetade frågor till tre personer med stor branschvana. I analysen förs ett resonemang som visar att det utefter dessa förutsättningar är möjligt att skapa plagget. / The purpose of the study is to find out if there are prerequisites for creating a sports-related garment that can have a similar impact to a well-known timeless symbol in the fashion world, "the little black dress" (Coco Chanel). Concepts such as timelessness and impact are difficult to define, the review shows literature. One approach is to apply philosophical concepts to map the fashion phenomenon. In addition to the philosophical concepts, literature studies and experiences from "the little black", the study includes elaborate questions for three people with great industry experience. The analysis provides a reasoning that shows that it is possible to create the garment according to these conditions.

No description available.

The paper presents an original literary concept that describes both the philosophical system of L. Gubanov and the originality of his poetry. The logic of the master's thesis is subject to the presentation of this concept. The work outlines the originality of lyrical poetry by L. Gubanov; investigates the images of Chaos and Cosmos, as well as the main myths that define the uniqueness of artistic and philosophical system of the poet. The work analyses some of the author's poetic techniques, presents observations on the ways of organization of the poetic expression. / В работе представлена оригинальная литературоведческая концепция, описывающая как философскую систему Л. Губанова, так и своеобразие его поэтики. Изложению этой концепции и подчинена логика магистерской диссертации. В ней очерчено своеобразие лирического героя поэзии Л. Губанова; исследованы макрообразы Хаоса и Космоса, основные мифологемы, определяющие своеобразие художественно-философской системы поэта; осуществлен анализ некоторых приемов авторской поэтики, представлены наблюдения над способами организации поэтического высказывания.

Forskning har visat att metoder som inbegriper filosofisk dialog i skolan kan varafördelaktig för utvecklingen av en mängd färdigheter hos elever. Endast ett fåtal studier harundersökt effekterna av filosofisk dialog hos socioekonomiskt utsatta elever, och den härstudien syftar till att avhjälpa detta. Mer precist har denna studie fokuserat på utvecklingenav argumentationsförmågor i årskurs 4 (elever med en ålder av ungefär 10 år) i en svenskkommunal skola. Under en period av åtta veckor deltog gruppen av elever på 12 sessionermed filosofisk dialog baserad på Philosophy for Children-metoden. Varje session utom denförsta spelades in (bild och ljud). Datan bearbetades sedan med observationsverktyget Argumentation Rating Tool. Resultatet från tidigt i interventionen jämfördes med resultatetfrån slutet av interventionen, och positiva förändringar i att kunna diskutera kritiskt ochdiskutera tillsammans kunde noteras. Mer forskning om effekterna av filosofiska samtal försocioekonomiskt utsatta elever behövs. / Research has shown that methods of philosophical dialogue in schools can be beneficialfor the development of a variety of skills among students. Few studies have examined theeffects of philosophical dialogue for students who are socioeconomically disadvantaged,and this study aims to help remedy this. More precisely this study focused on thedevelopment of argumentation skills in a fourth year-class (students approximately 10 years of age) in a Swedish municipal school. During a period of eight weeks the group ofstudents participated in 12 sessions of philosophical dialogue based on the Philosophy for Children-method. Every session except the first was recorded (image and sound). The datawas then analysed with the Argumentation Rating Tool. The results from early on in theintervention were compared to the results from the end of the intervention, and positivechanges in ability to discuss critically and discuss together were found. Further research onthe effects of philosophical dialogues for socioeconomically disadvantaged students isneeded.

No description available.

Ce travail est consacré à la conception de l’être humain qui se dessine discrètement dans les deux premiers ouvrages du philosophe français Maurice Merleau-Ponty, à savoir La Structure du comportement (1942) et Phénoménologie de la perception (1945). Le premier ouvrage, qui adopte la perspective des sciences empiriques de l’homme (psychologie, biologie, psychopathologie) et le second ouvrage, qui revendique un point de vue phénoménologique, visent conjointement à mettre en échec les paramètres métaphysiques et épistémologiques hérités de la tradition cartésienne et à révéler l’irréductibilité de notre être-au-monde. L’anthropologie philosophique qui en découle en est une de l’« ambiguïté », laquelle se perçoit le mieux dans une perspective temporelle. / This work is dedicated to the conception of the human being that is discreetly outlined in the first two works of French philosopher Maurice Merleau-Ponty, namely "The Structure of Behavior" (1942) and "Phenomenology of Perception" (1945). The first work, which adopts the perspective of empirical sciences of man (psychology, biology, psychopathology), and the second work, which claims a phenomenological point of view, both aim to challenge the metaphysical and epistemological parameters inherited from the Cartesian tradition, and to reveal the irreducibility of our being-in-the-world. The resulting philosophical anthropology is one of "ambiguity," which is best perceived from a temporal perspective.

The return to in-person schooling post-COVID-19 pandemic has brought increased pressure on educators to ensure academic success for students. This study examines the school climate of 40 elementary and middle schools in California's Central Valley and its impact on academic performance and attendance, comparing pre-pandemic (2018-2019) with post-pandemic (2021-2022 and 2022-2023) data. Additionally, the study explores the influence of positive student-teacher relationships on academic outcomes and chronic absenteeism. Utilizing the PLUS School Climate Survey, this research sought to identify significant differences in survey scores pre- and post-pandemic, as well as examining the predictive power of student-teacher connectedness on academic performance and chronic absenteeism. This research found statistically significant differences among 6th-8th grade students regarding perceptions of school connectedness throughout the years. There was a significant increase from the 2019-2020 to 2021-2022 school years followed by a significant decrease from 2021-2022 to the 2022-2023 school year. The 2019-2020 and 2022-2023 school year data on school connectedness was not significant. Results also indicate there was a significant positive relationship between students and teachers and their academic performance. In the 2022-2012 school year, when the students had a positive view of their relationship with teachers and staff at school, the student’s ELA and math scores increased. This analysis also examined the relationship between the student’s relationship with teachers and their chronic absenteeism. There were not statistically significant results. These findings aim to provide insights for educational stakeholders to implement targeted interventions to improve school climate and enhance student success amidst post-pandemic challenges.

<p dir="ltr">This dissertation explores questions of personal change and the power of narrative with respect to both an individual and to the wider social environment. In chapter one, I explore the connections between the various facets of liminality and agency, with a focus on how it is that people can consciously craft specific ways of being an agent. In chapter two, I explore the nature of disagreements that involve our most fundamental commitments from within the context of Ludwig Wittgenstein’s posthumous <i>On Certainty</i>. Wittgenstein was pessimistic that argumentation could help in such cases, yet left it an open question as to whether they could be otherwise resolved. Here, I suggest the practice of storytelling as one strategy to resolve these disagreements. Finally, in chapter 3, I examine recent takes on conspiracy theories that include evaluating conspiracy theories as contrarian claims to secret knowledge as well as highlighting the political function that many conspiracy theories can play. Here, I will develop a claim that is common to both camps: conspiracy theories tell stories. By analyzing the characters and narrative structures at play in conspiracy theories, we can gain a deeper understanding of why conspiracy theorists think they know what they know, why particular conspiracy theories reference certain groups or agents rather than others, and why some tropes appear and reappear in conspiracy theories.</p>

No description available.