Proefschrift Maastricht. / Met lit. opg., indices. - Met samenvatting in het Nederlands.

Proefschrift Universiteit van Amsterdam. / Met lit. opg. - Met samenvatting in het Engels.

Proefschrift Universiteit Maastricht. / Met lit. opg. - Met een samenvatting in het Nederlands.

Thesis (doctoral)--Uppsala University, 1983. / Summary in English. Includes indexes. Description based on print version record. Includes bibliographical references (p. 168-176).

Diss.--Hamburg, 1966. / Bibliography: p. 197-206.

Background: The aim of this study is to investigate if the rural areas in the middle of Sweden offer the same possibilities for young artists/cultural workers to develop their art work in the same way as the bigger cities can do. Objective: I wanted to find answers to three questions: What is the meaning of a place for an artist/cultural worker? How is the artwork connected to attitudes, norms and values of a place? Is there a relation between existing cultural policy, the artwork and the importance of a place? Methods: The study is based on deep interviews with three cultural workers who have returned to their native place of birth after living in bigger cities for several years. The theoretical framework in the investigation is based on Richard Florida, Högni Kalsö Hansen, Lars Aronsson, Gun Jonsson among other researchers. Results: The study show the possibilities a place can offer are important for cultural workers. It doesn’t matter if the place is a small town or a big city. The result show that a smaller place even have better possibilities as it gives easier access to public authorities and to coworkers. The positive attitude towards entrepreneurs also give good condition for making your own business. The negative attitude that the rural areas are only for losers, and that the city is the place for those who want success, and also the way culture entrepreneurs have to deal with an attitude that culture is nothing to pay for, makes it difficult for those who want to make a living as a culture entrepreneur. These attitudes along with the lack of higher education locally within the field of culture, can contribute to the lack of human capital and cultural capital in the region. Conclusions: The analysis makes it clear that politicians have the responsibilities and the possibilities to make changes and to give support to these cultural workers who want to make a change in the society. Key words: creative class, rural areas, young artists, cultural workers, cultural policy.

<p>Klassrumsklimatet har betydelse för bland annat elevernas lärande och trivsel. Syftet med det här arbetet är att undersöka hur lärare tänker och arbetar kring klassrumsklimat. I litteraturdelen tar jag upp ett par olika faktorer som jag funnit påverkar och har betydelse för klassrumsklimatets utveckling. Dessa är gruppen och lärarens ledarskap. Vidare beskrivs vad som kan känneteckna ett bra klassrumsklimat och hur lärare tänker och arbetar för att skapa detta. För att få ytterligare kunskaper och svar på mina frågeställningar har jag gjort en studie genom att intervjua sex stycken klasslärare som arbetar med barn i år 1-6. </p><p>Det som utmärker ett bra klassrumsklimat är: trygghet, respekt, glädje, samhörighet och tillåtelse. Det tar ofta tid att skapa ett bra klimat. Hur lärare arbetar varierar beronde på klass. Det är till exempel viktigt att ta tag i problemen direkt, ge barnen förtroende, låta dem vara delaktiga, visa uppskattning och ha trevligt ihop. En bra lärare ska vara: tydlig, lyhörd, konsekvent, glad, förtroendeingivande och anpassningsbar.</p>

Klassrumsklimatet har betydelse för bland annat elevernas lärande och trivsel. Syftet med det här arbetet är att undersöka hur lärare tänker och arbetar kring klassrumsklimat. I litteraturdelen tar jag upp ett par olika faktorer som jag funnit påverkar och har betydelse för klassrumsklimatets utveckling. Dessa är gruppen och lärarens ledarskap. Vidare beskrivs vad som kan känneteckna ett bra klassrumsklimat och hur lärare tänker och arbetar för att skapa detta. För att få ytterligare kunskaper och svar på mina frågeställningar har jag gjort en studie genom att intervjua sex stycken klasslärare som arbetar med barn i år 1-6. Det som utmärker ett bra klassrumsklimat är: trygghet, respekt, glädje, samhörighet och tillåtelse. Det tar ofta tid att skapa ett bra klimat. Hur lärare arbetar varierar beronde på klass. Det är till exempel viktigt att ta tag i problemen direkt, ge barnen förtroende, låta dem vara delaktiga, visa uppskattning och ha trevligt ihop. En bra lärare ska vara: tydlig, lyhörd, konsekvent, glad, förtroendeingivande och anpassningsbar.

This thesis is a case studie of a newly arrived student placed in a regular class in a P-9 school in a suburb south of Stockholm. The purpose of this study is to investigate how the class teacher for the regular class and the Swedish as a second language teacher are working with this student. The research questions are: What are the basic ideas behind the placement of newly arrived students in regular classes with no previous language skills? How is the language development for the newly arrived student according to the teacher of the selected class? What methods and materials are used by the teacher in her teaching to benefit the newly arrived student’s language development? The purpose of my study has been to investigate the teachers and the headmaster’s perspective on how the integration of newly arrived students into the regular class can be done and the decisions context for the placement of newly arrived students into the regular class. The study is based on interviews with two teachers and the school headmaster. Results of the study show that the principal of the selected school has a vision for the integration of newly arrived students into the regular class, which means that this particular school has a different way of working than other schools in the area where the newly arrived are placed into a preparation class before being integrated into the ordinary class. The class teacher believes that the headmaster’s vision of direct placement into ordinary classes is good for integration. In this vision the newly arrived student receives knowledge related to the context and task during class. The teacher in “Swedish as a second language” does not believe that the headmasters vision is good for the newly arrived students, she believes that it is better if they get separate schooling in Swedish before being integrated into ordinary classes. The overall conclusion after having collected my results and studied previous research is that the work with newly arrived students at the school looks different from what the School Board calls for. The selected school for my study has no clear guidelines on how the work with the newly arrived students in regular classes should be attended. This is sought by the class teacher and that there is a need for such guidelines to give these students an equivalent schooling

The construction of characteristic classes via the curvature form of a connection is one motivation for the refinement of integral cohomology by de Rham cocycles -- known as differential cohomology. We will discuss the analog in the case of a group action on the manifold: We will show the compatibility of the equivariant characteristic class in integral Borel cohomology with the equivariant characteristic form in the Cartan model. Motivated by this understanding of characteristic forms, we define equivariant differential cohomology as a refinement of equivariant integral cohomology by Cartan cocycles.