Syfte Syftet med denna studie har varit att observera pedagoger i förskolan avseende hur deras bemötande påverkar barnen ur ett köns-/genusperspektiv. Frågeställningarna som studien varit grundad på är: Bemöter förskolans pedagoger barnen i förskolan olika ur ett genus-/könsperspektiv? På vilket sätt är i så fall bemötandet olika? Hur är förskolans miljö uppbyggd ur ett genus-/könsperspektiv? Hur anser en förälder till ett barn som avviker från den traditionella könsnormen att deras barn har bemötts av förskolans pedagoger? Metod Metoden har varit en kvalitativ undersökning där jag observerat några pedagoger på tre olika förskolor. Jag har också intervjuat en förälder till ett barn i förskolan som anser att hennes barn avviker från genusnormen. Jag har använt mig av olika genusteorier för att kunna analysera mina observationer och min intervju. Jag har också använt mig av tidigare jämställdhetsprojekt på andra förskolor då jag gjort min analys. Resultat Resultatet visar att det finns ett fåtal skillnader i hur pedagogerna bemöter barnen i de olika förskolorna. Det finns inga verbala skillnader, alltså skillnad på ordval eller tonval då barnen tilltalas. De små skillnader som finns är i själva bemötandet, alltså hur barnen bemöts. Föräldraintervjun resulterade i ett solskensexempel på hur pedagoger kan arbeta på ett genusmedvetet sätt. / Purpose The purpose of this study has been to observe educationalists in the nursery school with attention to how their treatment affects the children from a sex-/gender perspective. The issues that the study has been based on are: Treats the nursery school's educationalists the children in the nursery school different from a genus-/sex perspective? In which way is the treatment different? How is the nursery school's environment edified from a genus-/sex perspective? How considers a parent to a child that deviates from the traditional sex standard that their children have been treated of the nursery school's educationalists? Method The method has been a qualitative survey where I observed some educationalists on three different nursery schools. I have also interviewed a parent to a child in a nursery school that considers that her children deviate from the gender normative. I have used myself of different gender theories in order to analyze my observations and the interview. I have also used myself of earlier equality projects on other nursery schools than the ones I have used for analysis. Results The result shows that there are few differences in how educationalists treat the children in the different nursery schools. There are no verbal differences, in other words difference on word choices or intonation choice when the children are addressed. There are small differences in how the children are treated, in other words how the educationalists behave when addressing the children. The interview with the parent resulted in an excellent example of how educationalists can work in a gender aware way.

Coral reefs, seagrass beds and mangroves constitute a complex mosaic of habitats referred to as the tropical seascape. Great gaps exist in the knowledge of how these systems are interconnected. This thesis sets out to examine ecological connectivity, i.e. the connectedness of ecological processes across multiple scales, in Zanzibar and Mafia Island, Tanzania. Paper I examined the current knowledge of interlinkages and their effect on seascape functioning, revealing that there are surprisingly few studies on the influences of cross-habitat interactions and food-web ecology. Furthermore, 50% of all fish species use more than one habitat and 18% of all coral reef fish species use mangrove or seagrass beds as juvenile habitat in Zanzibar. Paper II examined the seascape of Menai Bay, Zanzibar using a landscape ecology approach and studied the relationship between fish and landscape variables. The amount of seagrass within 750m of a coral reef site was correlated with increased invertebrate feeder/piscivore fish abundance, especially Lethrinidae and Lutjanidae, which are known to perform ontogenetic and feeding migrations. Within patch seagrass cover was correlated with nursery species abundance. Paper III focused on a seagrass-dominated seascape in Chwaka Bay, Zanzibar and showed that small-scale habitat complexity (shoot height and density) as well as large-scale variables such as distance to coral reefs affected abundance and distribution of a common seagrass parrotfish Leptoscarus vaigiensis. Paper IV studied the connectivity and functional role of two snappers (Lutjanus fulviflamma and L. ehrenbergii) using stable isotopes (δ15N and δ13C) and found that connectivity between habitats was maintained by ontogenetic and foraging migrations by these species. The thesis concludes that ecological connectivity and multi-habitat usage by fish is a general and important characteristic in the Western Indian Ocean and should be considered in management planning. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Submitted. Paper 4: Submitted.</p>

Julia Fransson och Amanda Knutsson Rörelseglädje Hur förskollärare arbetar för att locka fram rörelseglädjen hos barn i förskoleklass. Antal sidor: 28 _______________________________________________________________________ Syftet med denna uppsats är att undersöka hur förskollärare i förskoleklass planerar och arbetar för att skoldagen ska innehålla fysisk aktivitet där alla barn inspireras och känner rörelseglädje. På vilket/ vilka sätt arbetar förskollärarna för att få barn i förskoleklass att känna rörelseglädje och utveckla en fortsatt hälsosam livsstil? Vilka barn i förskoleklass uppfattar förskollärarna inte har funnit rörelseglädjen? För att få svar på dessa frågor genomfördes kvalitativa intervjuer med åtta förskollärare som arbetar i förskoleklass. Av dessa arbetar samtliga för att alla barn ska få känna rörelseglädje. Genom intervjuerna framgick det att detta arbete sker genom att stötta barnen och få in spontan rörelse i den dagliga verksamheten. Det är viktigt att arbeta med saker barnen är bra på för att på så sätt stärka deras självförtroende och självkänsla. Oftast är det de barn som är väl utvecklade motoriskt som uppskattar rörelseaktiviteter och därmed känner glädje. Resultatet visar att barn påverkas hemifrån och deras inställning till fysisk aktivitet är oftast liknande deras föräldrars.

My purpose with this study is to examine whether or how teachers are gender-conscious in preschool everyday situations. That is, if they are aware of their attitude and treatment of work on gender and what gender concept has relevance for educators. In much of the practical literature that I read, it appears that many teachers are not aware of their responses and attitudes to children based on gender aspect. I have examined how the gender work differs in the two preschools that I chosen to study.The questions that this study is based on is Does the educators at the preschools work gender conscious in everyday situations?-Is it boys or girls who get the most attention from educators in everyday situations? What do the teachers at the preschool concept of gender? What approach have been the teachers of preschool to counteract traditional gender patterns in everyday situations? I have made ​​a qualitative study where I interviewed five educators and made ​​observations on the two preschools. In order to obtain a result, I have processed the interviews and observations, and linked to the theory and the research.The results show that the teachers at the two preschools have different knowledge about gender and work on it in preschools. Educators' awareness of the work varies depending on knowledge and past experience.

During the growing seasons of 1999 and 2000 five experiments were performed to test growth of the seagrass Halodule beaudettei (shoal-grass) in nursery pond conditions. Sediment oxidation state, sediment source, container type, flow regime, and light transmittance were tested to improve nursery pond cultivation techniques and to test assumptions about the decline of seagrasses in Galveston Bay, Texas. Oxidized and reduced sediments exhibited no statistical difference as mean percent change in the number of stems of shoal-grass, after 47 days. Sediment from three source locations, West Bay, East Beach Lagoons, and the experimental pond bottoms, showed no significant difference in the mean percent change in the number of stems of shoal-grass at 48 and 95 days. A statistical difference was seen in the container type experiment, trays versus pots, at 48 days where shoal-grass had double the number of stems produced in trays; however no significant difference was found at 93 days. A significant difference was found in the flow regime experiment, no-flow versus flow, at 47 days in the mean percent change of shoal-grass with double the number of stems produced in the flow regime. Significant differences were observed between the low light and high light treatments with shoal-grass, widgeongrass (Ruppia maritima), star grass (Halophila engelmannii), and turtlegrass (Thalassia testudinum), with survival and growth occurring in the high light treatment and decline and death occurring in the low light treatment. The importance of reduced sediment may have been overstated in the past as sediment reduction occurs rapidly with submersion. It appears that while West Bay sediment did not have a deleterious effect on shoal-grass, West Bay simulated light conditions did. Container type seems to be important at first but not so much in the long term. Some flow, water movement, or current appears to be important.

Thesis (Ph. D.)--University of Chicago, 2001. / "A dissertation submitted to the faculty of the division of the social sciences in candidacy for the degree of Doctor of Philosophy, Department of History, by Deborah Ann Skok, Chicago, Illinois, August 2001." Includes bibliographical references (p. 470-486). Also available on the Internet.

Revised; Originally Published: 2003 / 7 pp.

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Magistro darbe nagrinėjama lopšelio darželio “Gluosnis” veiklos optimizavimo strategijos tema. Darbo tyrimo temos pasirinkimą sąlygojo organizacijos strateginio planavimo, kaip vadybos mokslo tyrimo objekto, teorinis bei praktinis aktualumas. Darbo objektas yra lopšelio darželio „Gluosnis“ situacija ir veiklos strategija. Taigi, pagrindinis šio darbo tikslas yra atlikus Lietuvos bei užsienio mokslinių tiriamųjų darbų analizę išanalizuoti ir pagrįsti lopšelio darželio „Gluosnis“ veiklos strategiją. Darbo tikslas suponuoja ir atitinkamą darbo struktūrą: pirmoji darbo dalis skirta Lietuvos bei užsienio mokslinių tiriamųjų darbų analizei, kuri leido suformuluoti teorinį organizacijos strategijų formavimo modelį, realiai pritaikomą kiekvienai organizacijai; organizacijų strategijų formavimo metodologinės nuostatos pritaikomos antroje darbo dalyje atliekamam praktiniam lopšelio darželio “Gluosnis” strategijų formavimui. Rašant darbą pagrindinis dėmesys buvo skirtas literatūros rinkimui bei jos analizei, naudotasi moksline literatūra, statistiniais duomenimis, anketine apklausa bei kitais informacijos šaltiniais lietuvių, anglų bei rusų kalbomis. / In the master work is analyzing the activity strategy substantiation of "Gluosnis" day nursery however essential institution factor. The choice of analysis subject postulated planning of organization strategy, how object of management theoretical and practical relevance. The job object is “Gluosnis” day nursery situation and activity strategy. The main purpose is to analyzed the theory of strategy and to motivate strategy of “Gluosnis” day nursery.On the first part is accomplished Lithuanian and others scientific the explotary analysis. On the second part the methodology attitude of formation organization strategy is specialize to “Gluosnis” day nursery.

In our essay we examine the different introduction models that are practiced in preschool. The central question is if the different models have any importance (or consequences) for the children’s connection in preschool. In the two different cases we will present, one based upon preparatory training that was applied during the 1990s and another that is currently used today. The purpose with this essay was to get a deeper understanding for the child’s attachment to preschool and for how we, as educators should act during the preparatory training to create a secure foundation for the child. Something we found out was that the educationist relation and behavior towards the child is of great importance in the development of a secure environment in preschool. Some central concepts that is important for the educationist relation to the child perceptive, interaction, and practical sense. Even the communication between the educationist and the parents during preparatory training is of great importance to create a secure foundation for the child in preschool. In our essay, we interviewed two authors, Gunilla Niss and Anna–Karin Söderström. We have selected these authors because they have interesting and informed reflections on the induction and attachment in preschool.