The purpose of this essay is to explore how one goes from theory to practice ina gender equality work in preschool by examining how preschool teachers havereceived and worked with a support- and inspiration material that a groupwithin the education administration in Umeå township has developed. I haveconducted qualitative interviews with four preschool teachers with a focus onan equal conversation in order to advocate that research is created ininteraction with others. With the analytical method InterpretivePhenomenological Analysis (IPA), the preschool teachers' experiences andfeelings have been analyzed and then interpreted with the help of institutionaltheory and Sara Ahmed's (2012) phenomenological theories about diversitywork within institutions.The results show that preschool teachers believe that it is important to work forgender equality in preschool. They also believe that there are benefits toworking more broadly and including more social categories than gender, andalso critically examining norms in preschool. Furthermore, the results showthat there are difficulties and obstacles within the organization that affect howthe support- and inspiration material has been received and worked with. Theseinclude challenges in going from theory to practice, fear of conflict withcolleagues, uncertainty about, and different interpretations of the concept ofgender equality and lack of leadership. In summary, it can be said that it takesmore than just distributing a gender equality material to create change in thedirection of increased gender equality in preschool. / <p>2022-06-02</p>

This licentiate-thesis, Stories About a red Cottage, is an attempt to combine cultural theory with a didactic method applied to Swedish as a field of study. With the two notions intertextuality and the foreign as a starting point, I discuss the importance of how an idyllic view of Sweden affects students studying Swedish as a foreign language as part of their studies in Scandinavistics. The students are familiar with the German culture and well aware of the legends and the myths about Sweden which are distributed via German media. At the same time they are shaping new images of Sweden in the didactic interaction with the teachers. The study indicates that the encounter with a foreign culture requires preparation to question even what seems to be self-evident. Hence, the study proposes an intertextual approach when using texts for studies in foreign languages. The result also demonstrates that even if it is important that we critically analyze the stories we hear and our interpretations of them, it is as important that we demand the right to get lost in dreams, because this is where we find a part of the secret of the esthetical experience.

Syftet med denna studie är att belysa hur nyutbildade förskollärare upplever sig rustade för mötet med barns socioemotionella utveckling mot de krav som de har mött i förskolans verksamhet. Förskolan har under de senaste 50-åren förändrats vilket ställer ökade krav på förskollärarens kapacitet. Det ställer även krav på samarbetet inom arbetslaget där samverkan och förhållningssätt blir avgörande för den pedagogiska kvaliteten i förskolan. I studien används en kvalitativ forskningsmetod bestående av intervjuer med nyutbildade förskollärare. Genom att välja denna metod kunde vi synliggöra deltagarnas upplevelser och åsikter. Resultaten tyder på att de nyutbildade förskollärarna inte fullt ut känner sig förberedda för att möta och stödja barns socioemotionella utveckling i förskolan. Följden av bristande samverkan mellan utbildning och verksamhet kan resultera i att barnen i förskolan inte erbjuds de förutsättningar som krävs för att kunna lyckas. Resultaten synliggör en önskan och ett behov av en mer praktiknära utbildning för att stärka den pedagogiska kvaliteten och motverka pedagogiska begränsningar i förskolans verksamhet. / The purpose of this study is to highlight how newly trained preschool teachers feel they are equipped to deal with children's socio-emotional development against the demands they have encountered in preschool. The preschool has changed over the past 50 years, which increases the demands on the preschool teacher's capacity. It also places demands on the collaboration within the work team, where consensus and approach become decisive for the pedagogical quality in the preschool. The study uses a qualitative research method consisting of interviews with newly graduated preschool teachers. By choosing this method, we were able to make the participants' experiences and opinions visible. The results indicate that the newly qualified preschool teachers do not feel fully prepared to meet and support children's socio-emotional development in preschool. The consequence of a lack of cooperation between the education and the preschool practice can result in the children in preschool not being offered the conditions required to be able to succeed. The results visualize a desire and a need for a more practical education to strengthen pedagogical quality and counteract pedagogical limitations in the preschool's activities.

The purpose of this study is to examine the challenges and support for newly graduated social workers during their first two years of professional practice and how this relates to work introduction and professional organization. Previous research indicates that the transition from social work education to becoming a social worker within social services is challenging. Newly graduated social workers require careful introduction and support from experienced colleagues to feel confident in their role. Improved introduction and more tailored support can facilitate the transition to the work. This study focuses on the experiences of newly graduated social workers during the initial professional period. In this study, the theories of symbolic interactionism "I" and "Me", dynamic development process, and reflective practice are used to understand the interaction and socialization within the professional role as social worker. The method used in this study is a qualitative approach to understand the experiences of newly graduated social workers in their professional life. The results of this study indicate a significant change and an overwhelming sense of responsibility compared to the time spent in education. Furthermore, shortcomings in educational preparation for practical work, especially in authority exercises, are highlighted. Practical experience, including internships within social services, facilitates the transition and boosts the confidence of newly graduated social workers. Challenges identified in this study include high workload, uncertainty in client work, and managing prejudices and expectations from clients. The results also show that support from colleagues, supervisors, and training is crucial for professional development. Requests for longer, more structured introductions and reduced workload are emphasized to improve the transition to professional life and promote well-being.

As the main research interest of this study one is able to highlight the issue of early- modern political thought, whose patterns have been analysed as protomodern grounds within the formative process of national identity. The thesis is based on the assumption that the political discourse of Polish aristocracy can be read as a specific part of European republicanism. Republican attributes are thus supposed to have stood for an essential core of Polish political culture at that time; core that was widely accepted by different political writers irrespective of their ideological distinctions. Hence, the study aims to prove that one is able to find the grounds of Polish "national" self-identification neither in ethnical nor in strict class traits, because concerning the question of identity, there was a crucial concept of a republic, closely linked to the peculiar values of liberty, equality and common good, which played a decisive role. In this regard, the thesis contradicts the traditional categories of Sarmatism or Sonderweg and instead of them, it introduces the concept of republican triangle as the hypothesis that is able to identify interdependence between political thought of that time and the image of Polish noble identity. Regarding methodological approaches, the study is based on the...

This autoethnographic study qualitatively explores a trainee's journey towards becoming a clinical psychologist in South Africa. Both the formal and informal processes for becoming a psychotherapist are explored. The formal processes governing the training and registration of a clinical psychologist in South Africa are outlined. A critical appraisal of the training program is covered. The informal processes of the journey of this trainee psychologist is contextualised within the life story of that same person. In so doing a seventeen-year long struggle and academic relationship with UNISA is highlighted, including the insatiable desire and life long dream of the writer in wanting to become a psychologist. An autoethnographic study was done by using the researcher as the only research subject. The personal writings of the researcher and her family serve as the primary data for the study. An autoethnographic approach was employed in creating and collecting the data. The stories are presented in narrative form, and the data are analysed by employing narrative analysis for extracting and highlighting initial and inferred themes. / Psychology / M. A. (Clinical Psychology)

Text in Afrikaans / Die kerklike diens van genesing bet deur die geskiedenis uitgestaan as een van die aktiwiteite van die kerk van Jesus Christus wat vanwee verskillende redes voortdurend in die brandpunt was. Die afgelope dekades is gekenmerk deur die toename van gelowiges uit verskillende denominasies en groepe wat by die nadenke oor en beoefening van die diens van genesing in die kerk betrokke geraak bet. Die toename bet meegebring dat die kerklike diens van genesing op verskillende wyses (praktyke) beoefen is en dat verskillende redes as regverdiging daarvoor aangebied is. Onderliggend hieraan le bepaalde teoriee waarvan die beoefenaars soms bewus was, en soms nie. Die huidige navorsing ondersoek die teoriee en praxes van verskillende genesingsbedienings binne 'n bepaalde akademiese en kerklike raamwerk. In die verband is 'n vergelykende studie deur middel van 'n kwalitatiewe ondersoek na die werk van twee uiteenlopende instansies gedoen, naamlik die London Healing Mission ( wat onder toesig van die Anglikaanse kerk funksioneer en daarom 'n vaste tradisie bet), en die Vineyard Christian Fellowship van Boise, in die VSA, wat 'n jong gemeente is, en by die sogenaamde 'Third Wave' beweging inpas. Die teoriee en praktyk van elke bediening word in die studie ge!dentifiseer en met mekaar vergelyk. Uit hierdie vergelyking word verskillende gevolgtrekkings gemaak, onder andere oor die bestaansreg van die kerklike diens van genesing en die formaat wat dit behoort aan te neem. Sekere opmerkinge word op grond van die navorsingsresultate gemaak wat in die Pinkster, Charismatiese en Gerefonneerde kerke asook vir die kerk in die algemeen, van waarde kan wees. Die navorsingsresultate word gebruik om 'n bedieningsmodel vir die genesingsbediening in die kerk te ontwerp. Die ondersoek word afgesluit met aanbevelings met die oog op moontlike toekomstige navorsing. / Throughout history the healing ministry has been one of the outstanding activities of the church of Jesus Christ which remained continuously and for various reasons the focal point of attention. The past decades were characterized by an escalation of believers from different denominations and groups who became involved in the meditation and practicing of the healing ministry in the church. This escalation has resulted in the healing ministry being practiced in multiple ways and various reasons being given as justification for doing so. This was done in the presence of underlying theories of which the practitioners were either consciously or subconsciously aware or unaware of. The present research explores the theories and practices of the healing ministry within a particular academic and ecclesiastical context. A comparative study was undertaken by means of a qualitative investigation covering the work of two divergent institutions namely: The London Healing Mission (which is supervised by the Anglican Church and therefore has a specific tradition) and the Vineyard Christian Fellowship, Boise, USA, which is a 'new' congregation and fits in with the so called Third Wave movement. The theories and practices of both these ministries are identified and compared with one another. Various conclusions are reached through this comparison, referring amongst others to the healing ministry's right of existence and the format in which it should be practiced. Remarks that are being·made with regard to the results of the research should be of value to the Pentecostal, Charismatic and Reformed churches in particular, but to the Church in general as well. These results are also used to design a ministering model for the healing ministry. The study concludes with certain recommendations for possible future research. / Philosophy, Practical & Systematic Theology / Th. D. (Praktiese Teologie)

En partant de quelques difficultés observées autour des aspects de la conceptualisation technoscientifique et de l’intégration de la de la théorie et la pratique dans l’apprentissage de la physiologie animale chez les étudiants du programme de Zootechnie de l’Université Nationale de Colombie, siège Medellín, cette recherche propose une stratégie didactique s’appuyant sur la méthode de l’Apprentissage Basé sur les Problèmes (ABP), appliquée spécifiquement aux sujets de thermorégulation et stress physiologique des animaux domestiques. Dans cette étude de cas on a travaillé avec un échantillon de huit étudiants à qui on a présenté dès la première session un problème didactique pour être résolu à travers le cours. Afin d’évaluer le processus on a réalisé trois enquêtes nommées Épreuves de Niveau de Formulation (NF) réalisées à différents moments de l’essai : l’une avant de commencer avec le sujet (NF 1), l’autre après la troisième classe théorique donnée et avant de faire la pratique sur le terrain (NF 2), et l’autre à la fin du processus (NF 3). Finalement on a réalisé des entretiens individuels avec chaque étudiant afin de connaître sa perception concernant la méthode. L’information obtenue a été soumise à une analyse qualitative et par des correspondances, par le biais du programme QDA Miner à travers de la révision et codification des textes provenants des enquêtes et de l’entretien individuel, complétés à leur tour par des observations sur le terrain, en analysant le changement conceptuel, la relation théorie-pratique et les correspondances entre les variables et les catégories établies. Parmi les principaux résultats obtenus on souligne le fait qu’après avoir appliqué l’ABP dans ce cours de Physiologie Animale le changement conceptuel a été favorisé et le problème formulé a servi comme connecteur entre la théorie et la pratique. En outre, on a observé la fusion des connaissances préalables avec les nouveaux acquis, l’apprentissage significatif, l’amélioration du niveau de formulation et l’augmentation de la scientificité des définitions; également il a mené à la solution viii de problèmes et à surmonter les obstacles épistémologiques comme la pluridisciplinarité et la non-linéarité. Il reste comme recommandation celle d’évaluer cette méthode dans d’autres sujets de la Physiologie Animale, dans d’autres sciences, dans des échantillons d’une taille majeure, ainsi comme approcher le sujet de l’évaluation appliquée directement à cette méthode. / Based on difficulties observed on the subject of technical-scientific conceptualization and the integration of theory and practice in learning animal physiology for students in the Animal Science program at the National University of Colombia in Medellin, this research paper proposes a problem-based learning strategy founded on the method of Problem Based Learning (PBL), applied specifically to the issues of thermoregulation and physiological stress in domestic animals. In this case study, a sample size of eight students was presented with a pedagogical problem during the first session that would then be solved during the course. In order to evaluate the process, three surveys were conducted called Level Test Formulations (NF) performed at different times of the trial: one before beginning the topic (NF 1), one after three theoretical classes had been given and before beginning the fieldwork (NF 2), and another one after the end of the process (NF 3). Finally, individual interviews were conducted with each student to know the students' perceptions regarding the method. The information obtained was subjected to a qualitative analysis and categorization, using the QDA Miner program which reviewed and coded texts from the surveys and individual interviews, supplemented in turn, by field observation, analyzing the conceptual change, the theory-practice relationship and the correlation between the variables and categories established. x Among the main results obtained, it should be noted that following the implementation of PBL in this Animal Physiology course, support for conceptual change was demonstrated and the formulated problem served as a connector between theory and practice. Moreover, there was a fusion of prior knowledge with newly acquired knowledge, meaningful learning, improvement in the level of conceptualization and an increase in the scientificness of definitions; it also led to problem-solving and overcoming epistemological obstacles such as multidisciplinarity and nonlinearity. As a result of this research, it is recommended that this method be evaluated in other topics related to Animal Physiology, in other sciences, in larger sample sizes, as well as to address the issue of evaluation applied directly to this method. / Partiendo de algunas dificultades observadas en torno a los aspectos de la conceptualización técnico-científica y de la integración de la teoría y la práctica en el aprendizaje de la fisiología animal en los estudiantes del programa curricular de Zootecnia de la Universidad Nacional de Colombia, sede Medellín, la presente investigación propone una estrategia didáctica de enfoque problémico fundamentado en el método del Aprendizaje Basado en Problemas (ABP), aplicado específicamente en los temas de termorregulación y estrés fisiológico de los animales domésticos. En este estudio de caso se trabajó con una muestra de ocho estudiantes, a quienes se les presentó desde la primera sesión un problema didáctico para ser resuelto a través del curso. Con el fin de evaluar el proceso se llevaron a cabo tres encuestas denominadas Pruebas de nivel de formulación (NF) realizadas en distintos momentos del ensayo: una antes de comenzar con el tema (NF 1), otra después de las clases tres teóricas impartidas y antes de ir a la práctica de campo (NF 2), y otra después al final de todo el proceso (NF 3). Finalmente se realizaron entrevistas individuales a cada estudiante con el fin de conocer la percepción de los estudiantes con respecto al método. La información obtenida se sometió a un análisis cualitativo y por correspondencias, por medio del programa QDA Miner a través de la revisión y codificación de los textos provenientes de las encuestas y la entrevista individual, complementadas a su vez con la observación de campo, analizando el cambio conceptual, la relación teoría-práctica y las correspondencias entre las variables y categorías establecidas. vi Entre los principales resultados obtenidos cabe destacar que tras la aplicación del ABP en este curso de Fisiología Animal se favoreció el cambio conceptual y el problema formulado sirvió como conector entre la teoría y la práctica. Además, se observó la fusión de los conocimientos previos con los recién adquiridos, aprendizaje significativo, mejoramiento del nivel de formulación e incremento de la cientificidad de las definiciones; igualmente indujo la solución de problemas y la superación de obstáculos epistemológicos como la pluridisciplinariedad y la no-linearidad. Queda como recomendación el evaluar este método en otros temas de la Fisiología Animal, en otras ciencias, en muestras de mayor tamaño, así como abordar el tema de la evaluación aplicada directamente a este método.

Diploma thesis "The Head of State in the constitutional system of the Czech Republic: de iure and de facto" discourses both provisions, which integrate the institution of the president of the republic in constitution, and the virtual implementation of this uppermost authority in the state. At the beginning, the thesis deals with the historical dimension of the issue. It speaks of the general development and history of the office in Czech lands. Hereupon a depiction of the theoretical extent of this office follows. A large verge is devoted to the placement and the powers of the president in the constitution. The pragmatic part of the thesis consists of two case studies. The first one deals with the presidency of Václav Havel. The second one deals with the execution of the office by Václav Klaus. An extra attention is paid to the analysis of the accordance between the theoretical and pragmatic pursuance of the office of president of the Czech Republic.

In this scientific essay I explore my profession as a library adviser within the public library sector. The focus in my exploration is on the relation between theory and practice and how this relation is carried to the extreme in a situation where the theory consists of quantitative measuring. This situation triggers a conflict within me, and in the essay I reflect on the reasons for this with the aid of various philosophers and authors, in order to get a deeper understanding of my actions, and to see if I acted with good judgement in the sense of Aristotle´s phronesis. In my writing and exploring I also search for a way onwards, a better way to connect theory with practice in my meetings with library staff. My conclusions are that a first step would be to give practice precedence and start talking about the relation between practice and theory instead of the other way around. Further steps are a deeper understanding of the importance of dialogue, to see the perspective of the other and to dare to remain in, and to make the most of, the moment when theory and practice collide. / I denna vetenskapliga essä undersöker jag min yrkespraktik som utvecklingsledare inom folkbiblioteksområdet. Fokus i mitt utforskande ligger på relationen mellan teori och praktik och hur denna relation ställs på sin spets i en situation där teorin utgörs av ett kvantitativt mätande. Situationen utlöser en konflikt inom mig och i essän reflekterar jag över orsakerna till detta med hjälp av en rad filosofer och författare, för att få en djupare förståelse för hur jag handlade, och om jag handlade med gott omdöme i stunden, det som Aristoteles benämner som fronesis. I mitt skrivande och utforskande söker jag också efter en väg framåt, ett bättre sätt att förena teori och praktik i mina möten med bibliotekspersonal. Jag kommer fram till att ett första steg kan vara att ge praktiken företräde och tala om relationen mellan praktik och teori i stället för tvärtom. Ytterligare steg är en insikt i dialogens betydelse, att se den andres perspektiv och att våga vistas i, och ta vara på, det mellanrum som kan uppstå när teorin krockar med praktiken.