Ugdymas vaiko gyvenime labai svarbus. Šio proceso tikslas – skatinti individą mokytis visą gyvenimą ir tobulėti kaip asmenybę. Ugdymo sėkmė, rezultatai gali priklausyti nuo daugelio veiksnių (pvz., nuo aplinkos įtakos, nuo vaiko pasirengino mokytis, brandos, asmeninių savybių ir t.t.). Ugdymą įtakoja įvairių veiksnių visuma, o tuo pačiu ir vaiko adaptaciją. Tyrimo objektas. Pirmokų adaptacijos mokykloje veiksniai. Tikslas – išanalizuoti veiksnius ir jų įtaką pirmokų adaptacijai mokykloje. Tyrimo uždaviniai: 1. Atlikti teorinę adaptacijos įžvalgą moksleivių ugdymo procese; 2. Išryškinti pirmokų adaptaciją įtakojančius veiksnius; 3. Išryškinti pirmokų adaptaciją įtakojančius veiksnius. Darbo metodai: dokumentų analizė, mokslinės literatūros analizė, anketinės apklausos metodas, anketinės apklausos duomenų statistinė analizė. Teorinėje darbo dalyje aptarti adaptacijos prielaidas integruoti pirmokus į švietimo sistemą reglamentuojantys įvairūs dokumentai ir įstatymai, vaikų amžiaus ypatumai, brandumo mokyklai ir adaptacijos sampratos, adaptacijos ypatumai, veiksniai ir jų įtaka pirmokų adaptacijai mokykloje, išryškintos pagrindinės sąvokos. Tyrimas buvo atliktas 2009 m. sausio – vasario mėn. Respondentai – Utenos apskrities bendrojo lavinimo mokyklose dirbančių pradinio ugdymo programos dalykų mokytojai. Empirinio tyrimo metu paaiškėjo, kad mokyklos lankymo pradžia – reikšmingas laikotarpis pirmokams, jų tėvams (globėjams) ir patiems pedagogams. Mokytojų nuomone, būsimųjų... [toliau žr. visą tekstą] / Education is very important in child‘s life. The aim of this process is to stimulate an individual to study all his life and to improve himself as personality. The success of education, the results can depend on number of factors (for example, influence of environment, child‘s preparation to study, maturity, personal characteristics, etc.). Education ir influenced by the whole complex of different factors and adaptation of the child too. The subject of research. Adaptation factors of the first – formers at schoo. The objective – to analyse the factors and their influence on adaptation of the first – formers at schoo. The goals of the research: 1. To carry out theoretical sagacity of pupils‘ adaptation during the process of education; 2. To reveal the factors which have influence on the adaptation of the first – formers; 3. To analyse a standpoint of primary school teachers concerning adaptation of the first – formers. The methods of the work: analysis of the documents, analysis of the scientific literature, method of questioning, statistical analysis of the questioning data. In the theoretical part of this work there are discussed different documents and laws which regulate preconditions of adapting the first – formers into the system of education, peculiarities of children age, maturity for school and conception of adaptation, peculiarities of adaptation, factors and their influence over the adaptation of the first – formers at school, the main concepts are revealed. The... [to full text]

The topic of my research is the lived experiences of eight psychotherapists and counsellors who consciously work with unusual phenomena as it arises in the therapeutic encounter. Unusual phenomena in this thesis refers to felt experiences which are considered to be beyond the everyday in the Cartesian paradigm and are often referred to as spiritual and/or mystical phenomena. Exploring these phenomena brings to light the potentialities in the vastness of consciousness which is considered to be an integral aspect of human existence in the thesis. I chose Heidegger’s hermeneutic phenomenological methodology for the research because it gives credence to the many and varied possibilities and potentialities both in particular lived experiences and in human existence as a whole. Van Manen’s lived existential provides the framework in which the participants’ experiences are explored. What emerged from the research is that unusual phenomena are not unusual for the participants. Although such phenomena are less visible and therefore less familiar in the everyday world, they are recognizable through their consistent presentation. This includes the participants having a powerful sense of ‘knowing’ which is all-encompassing and is beyond familiar landmarks such as the linear models of time and space. The participants bring their ‘knowing’ into the everyday world through embodiment and through their acknowledgment of the interconnectedness of existence. The expression of interconnectedness is experienced by the participants as lovingness, from which the ability for immediate healing in their therapeutic work becomes apparent. The participants’ accounts show a capacity for accessing the subtleties of human existence which emerge in the phenomenological process as the forgotten feminine of consciousness. The feminine of consciousness is a term used to describe a fundamental state of ‘being’ in contrast to the everyday masculine principle of ‘doing’. The research has implications for psychotherapy and counselling as it illuminates the need for a holistic approach which acknowledges the multidimensionality of human existence.

Titel: Fostran som pedagogiskt projekt. Bilden av ”problembarnet” i statens offentliga utredningar. (The bringing up of pupils as an educational project. The image of ”the problem child” in governmental committees).    This study focuses on the image of the problem child as it appears in two texts (from the 1940s and 1970s) of governmental committees on Public Health (SOU) and the new school law (Ds 2009:25, will be implemented in July 2011). By image is meant that the image of the problem child is constructed for specific purposes rather than being “found” in an objective reality.    The aim is to describe, analyse and compare discourses on “the problem child” as they appear in the texts. The method used is an application of discourse analysis based on a social constructionist approach and the work of Michel Foucault. Among the Foucauldian concepts used are discourse, governmentality, power and subjectification. In the final chapter possibilities and limitations of Foucauldian analysis are discussed. The discourses that influences the image of the problem child, in the different texts, have three major continuities operating, the talk of a school which aim is to not separate the pupils, the use of the term behavioural disorders and finally the pedagogical methods that individualises, differentiates, compares, places in hierarchy as well as shuts out pupils from the classroom. The emphasize of the teachers role to give knowledge to the pupils rather than bringing them up separates Ds 2009:25 from the two SOU-texts where the emphasize is placed on the bringing up of the pupils. Potential effects concerning the problem child because of this change in the pedagogical discourse are discussed.

The topic of my research is the lived experiences of eight psychotherapists and counsellors who consciously work with unusual phenomena as it arises in the therapeutic encounter. Unusual phenomena in this thesis refers to felt experiences which are considered to be beyond the everyday in the Cartesian paradigm and are often referred to as spiritual and/or mystical phenomena. Exploring these phenomena brings to light the potentialities in the vastness of consciousness which is considered to be an integral aspect of human existence in the thesis. I chose Heidegger’s hermeneutic phenomenological methodology for the research because it gives credence to the many and varied possibilities and potentialities both in particular lived experiences and in human existence as a whole. Van Manen’s lived existential provides the framework in which the participants’ experiences are explored. What emerged from the research is that unusual phenomena are not unusual for the participants. Although such phenomena are less visible and therefore less familiar in the everyday world, they are recognizable through their consistent presentation. This includes the participants having a powerful sense of ‘knowing’ which is all-encompassing and is beyond familiar landmarks such as the linear models of time and space. The participants bring their ‘knowing’ into the everyday world through embodiment and through their acknowledgment of the interconnectedness of existence. The expression of interconnectedness is experienced by the participants as lovingness, from which the ability for immediate healing in their therapeutic work becomes apparent. The participants’ accounts show a capacity for accessing the subtleties of human existence which emerge in the phenomenological process as the forgotten feminine of consciousness. The feminine of consciousness is a term used to describe a fundamental state of ‘being’ in contrast to the everyday masculine principle of ‘doing’. The research has implications for psychotherapy and counselling as it illuminates the need for a holistic approach which acknowledges the multidimensionality of human existence.

In the first part of my thesis I deal with a theoretical basis of the issue of environment and education influence on human psyche, socialisation, addictive drugs and addictions. In a practical part I have set a research target to find out some selected characteristics of family and school environment in connection with appearance of experiment children with addictive drugs, it means concretely with use of nicotine, alcohol and cannabis. I have chosen anonymous questionnaire for the data collection. The research was taken at stage 2 primary school Hrotovice in Vysocina Region. The total research complex is comprised by 112 respondents.

The objective of this program of research was to listen to parents voices on homework with a focus on what homework means for their children, themselves and their families. While, within this body of literature, there is consensus on a definition of homework, a multitude of studies on homework and its effect on academic achievement and the development of work habits, and an extensive body of literature on types of homework assignments, there are no known qualitative studies on homework from parents perspectives. Within schools, teachers are positioned as knowing professionals and parents are positioned as helpers, who know less about the learning process. Power and authority rest with educators who make decisions important to teaching and learning decisions about homework policies and practices, for example often with little or no parent input or participation. Because teachers ask for little input from parents, parents rarely feel they can talk to teachers about their childrens experiences with homework and the resulting impact on their family.<p> Determining what knowledge parents of elementary school children (pre-Kindergarten through Grade 8) hold about homework, how they feel about homework, how homework impacts their children, how homework impacts them as parents, and how homework impacts their families was the focus of this narrative inquiry. The parents stories highlight the non-academic benefits the parents believe exist for their children through their engagement with homework. They also bring to the fore the many reasons homework can be problematic for their children and for them as they attend to the individuality of their children and the complexity of their family lives. They raise important issues for educators to consider in relation to homework: the implications variations within families, schools, teachers, parents and students may have for homework policies and practices; the need for reciprocity in home/school communications and the development of equitable rather than hierarchical relationships between parents and educators. Possibilities for changes in teacher education, both preservice and inservice; for a rethinking of policy and practice for both parents and educators; and for the direction of future research all emerge in this work.

The objective of this program of research was to listen to parents voices on homework with a focus on what homework means for their children, themselves and their families. While, within this body of literature, there is consensus on a definition of homework, a multitude of studies on homework and its effect on academic achievement and the development of work habits, and an extensive body of literature on types of homework assignments, there are no known qualitative studies on homework from parents perspectives. Within schools, teachers are positioned as knowing professionals and parents are positioned as helpers, who know less about the learning process. Power and authority rest with educators who make decisions important to teaching and learning decisions about homework policies and practices, for example often with little or no parent input or participation. Because teachers ask for little input from parents, parents rarely feel they can talk to teachers about their childrens experiences with homework and the resulting impact on their family.<p> Determining what knowledge parents of elementary school children (pre-Kindergarten through Grade 8) hold about homework, how they feel about homework, how homework impacts their children, how homework impacts them as parents, and how homework impacts their families was the focus of this narrative inquiry. The parents stories highlight the non-academic benefits the parents believe exist for their children through their engagement with homework. They also bring to the fore the many reasons homework can be problematic for their children and for them as they attend to the individuality of their children and the complexity of their family lives. They raise important issues for educators to consider in relation to homework: the implications variations within families, schools, teachers, parents and students may have for homework policies and practices; the need for reciprocity in home/school communications and the development of equitable rather than hierarchical relationships between parents and educators. Possibilities for changes in teacher education, both preservice and inservice; for a rethinking of policy and practice for both parents and educators; and for the direction of future research all emerge in this work.

La configuration du droit des affaires en Afrique est intimement liée à l’histoire coloniale, histoire d’une compétition entre puissances qui se décline aujourd’hui en compétition de fait entre systèmes juridiques. Le processus de l’OHADA, entamé et mené en grande pompe, s’est contenté d’une harmonisation interne du droit des pays civilistes, avec une large coïncidence entre les règles adoptés et celles qui constituent le droit français des affaires. Ce droit « harmonisé » des affaires laisse donc de côté le droit des pays de common law, l’autre facette du paysage juridique africain et il s’en dégage des clivages entre juristes de deux bords.Mais les clivages ne se limitent pas à cette dichotomie droit civil-common law. A côté de ces systèmes proclamés, existe une régulation informelle dont la prise en compte est indispensable à qui veut comprendre la règle qui régit les affaires en Afrique. L’enjeu est dès lors multiple : Un rapprochement est souhaitable et possible entre le droit OHADA et la common law. La proximité entre les pays et les peuples dont relèvent ces deux systèmes est telle qu’on se demande comment est-ce possible de maintenir les cloisons. Rapprocher la common law de l’OHADA ne voudrait pourtant pas dire les remplacer par un système de substitution et de consensus, belle vue de l’esprit du reste. C’est donc plus la compatibilité que l’uniformité qui est recherchée. Cet objectif parait en tout cas plus en adéquation avec la logique de recherche d’attractivité qui est celle du droit des affaires. Cette étude insiste donc sur cette ouverture vers « l’autre » système, tout en soulignant l’importance du secteur informel, des us et coutumes qui en découlent. / The configuration of business law in Africa is intimately linked to its colonial history, a story of competition between powerful groups, evident today in the competition between legal systems. The process of “OHADA”, which started with such ceremony, has ultimately contented itself with an internal harmonization of the legal systems of countries with a civil law system. There is a notable correlation between the adopted rules and French business law. This “harmonized” law, therefore, ignores countries with common law systems, the other facet of the African legal landscape, generating tensions between lawyers on both sides.Nevertheless, the divisions are not limited to the dichotomy civil law-common law. Informal regulation exists alongside both these legal systems, and they must be taken into account if the rules that govern business in Africa are to be understood. This generates a multiple challenge: bringing OHADA law and common law closer is both desirable and possible. The proximity between these people and countries is too close to justify the existing differences. Nevertheless, bringing common law and OHADA closer, does not mean replacing them with a new common system, which seems unrealistic. Compatibility, rather than uniformity, would be the desired result, offering a better fit with the search of attractiveness, which is in the essence of business law. This study therefore promotes an open approach of the “other” system, while underlining the importance of the informal sector, based on custom and usages.

The society is becoming more and more dependent on automated solutions. Automation in the transport and logistic sector is accelerating and highly automated trucks, with level four on the SAE scale, are expected to be commercial in the near future. Although it is a common notion that automation leaves humans idle and hence redundant, history proofs the contrary. Technology has always yielded more jobs than it has replaced, though it has resulted in a bigger need for workers to acquire new skills fast. With the development of highly automated trucks, the driver will have the possibility to shift focus from the road during automated driving and hence being able to do other activities. This thesis work has investigated which activities the truck drivers can perform, to create value for the hauliers. It has also investigated what kind of persons that will fit for the changed work tasks. A theoretical study was made where the changing truck industry and humanautomation interaction overall were investigated. Other professions subject to automation in general, and the aerospace and train industry in particular, were also studied in order to forecast how the automation of trucks can affect the role of the driver. An empirical study was made where ten hauliers, four drivers and two pilots were interviewed. Further, a focus group was conducted with six drivers and a survey was sent out to be answered by drivers. The identified value bringing activities were in brief; administrative work, time-saving activities, activities that enhance the drivers' well-being as well as activities of the drivers' own interests. Further, the insights resulted in four personas of potential future truck drivers, which all had different levels of work experience and worked for road carriers that differed in size, from small family business to large international companies. / Samhället blir mer och mer beroende av automatiska system och utvecklingen går snabbt. Inom transportsektorn har utvecklingen av lastbilar med avancerade automatiska funktioner accelererat och lastbilar med nivå fyra på den internationella SAE-skalan beräknas vara ute på marknaden inom en snar framtid. Trots den allmänna uppfattningen om att automatisering av vissa sysslor ersätter människan och lämnar henne sysslolös, så bevisar historien motsatsen. Ny teknik har alltid resulterat i mer jobb än det har ersatt, dock har det ställts högre krav på att människan skall införskaffa sig nya färdigheter snabbt. Genom utvecklingen av lastbilar med avancerade automatiska funktioner så kommer föraren kommer att ha möjligheten att skifta fokus ifrån vägen under automatiserad körning och kommer alltså kunna ägna sig åt annat än att köra. Detta examensarbete har undersökt värdeskapande aktiviteter för åkeriägare, som förare av fjärrbilar kan ägna sig åt under automatiserad körning. Det har också undersökt vilka personer som kommer passa för dem förändrade arbetsuppgifterna. En teoretisk studie genomfördes där den föränderliga lastbilsindustrin samt interaktionen mellan människa och automatisering undersöktes. Vidare undersöktes även andra yrken som påverkats av automatisering, då särskilt tåg- och flygindustrin, för att förutspå hur automatisering av lastbilar kan påverka förarens roll. En empirisk studie genomfördes där tio åkeriägare, fyra förare och två piloter intervjuades. Vidare hölls en fokusgrupp med sex lastbilsförare samt att en enkät skickades ut för att samla in ytterligare uppgifter ifrån lastbilsförare. De identifierade värdeskapande aktiviteterna är i korthet; administrativt arbete, tidssparande aktiviteter, aktiviteter som ökar förarnas välmående samt aktiviteter av förarnas egna intressen. Vidare så resulterade insikterna i fyra persona av potentiella framtida lastbilsförare, som alla hade olika mycket arbetserfarenhet samt arbetade för åkerier som varierade i storlek, ifrån mindre familjeföretag till större internationella företag

Syftet med studie var att synliggöra hur samhällskunskapslärare på gymnasiet förhåller sig till fostransuppdraget i en värld där polarisering blir vanligare. Detta gjordes genom att synliggöra hur polarisering ter sig i klassrummet, hur lärarna hanterar kontroversiella frågor, hur de hanterar dilemmat i styrdokumenten samt deras relation till fostransuppdraget. Data för denna kvalitativa undersökning samlades in genom samtalsintervjuer och analyserades därefter med en riktad innehållsanalys. Resultaten visar att lärarna är medvetna om den växande polariseringen, men de upplever att den närmast syns mer i samhället än i klassrummet. Eleverna har snarare blivit mer tillbakadragande och oengagerade, där rädsla för att sticka ut resulterar i en självcensur hos eleverna. Vad gäller dilemmat om social kontroll och individuell frihet i styrdokumenten så är det något som lärarna balanserar. Det är viktigt att tydliggöra att skolan inte kommer med ett åsiktspaket. Eleven måste tillåtas vara sin egen, men också respektera det samhälle de existerar i. Det finns skillnader i hur lärarna ser på sitt fostransuppdrag. Vissa ser det som naturligt och ägnar därför inte någon särskild uppmärksamhet till det, medan andra anser att det blivit än viktigare på grund av den ökade polariseringen att tydliggöra sitt fostransuppdrag. Lärarna upplever att de finns vissa svårigheter med fostransuppdraget, där en är att fostransuppdraget inte är ett samlat ämne, att egenintresset styr och att elevers brist på engagemang kan försvåra uppdraget. / The aim of this study was to make visible how upper-secondary schoolteachers in social studies relate to the citizenship education in a world where polarization is becoming more normal. This was done by accounting how polarization appears in a classroom, how teachers handle issues that are controversial, how they handle the dilemma that appears in curriculums and how they relate to the citizenship education. The data for this qualitative study was collected by interviews and thereafter analysed with a directed content analysis. The result show that the teachers are aware of the increasing polarization, but their experiences is that it is more visible in society rather than in the classrooms. Pupils have become more withdrawn and careless, whereas the fear of standing out has resulted in a self-censorship among the pupils. When it comes to the dilemma of social control and individual freedom in the curriculum, the teacher balance them both. It is important to show that the school does not come with only one package of opinions. The pupils must be allowed to be their own, but also respect the society where she exits in. There are differences in how the teacher view their mission about citizenship education. Some sees it as natural and does not pay special attention to it, whereas others think it has become more important due to the increased polarization. The teachers also feel that there are certain difficulties with citizenship education, one of which is that it is not a subject on its own, that the self-interest rules and that the lack of interest and commitment among the pupils, which can make the assignment more difficult. / Examensarbete i samverkan