Syftet med examensarbetet är att undersöka vad lärarna tror sig veta om professionen studie- och yrkesvägledare. Studien undersöker vilken betydelse verksamma lärare lägger i titeln studie- och yrkesvägledare samt att, utifrån ett lärarperspektiv, undersöka om studie- och yrkesvägledare är en relevant titel för uppdraget. Det är både en kvantitativ och kvalitativ studie som är avgränsad till en kommun i södra Sverige. Lärarna i kommunen, som har en studie- och yrkesvägledare på sin arbetsplats, har besvarat ett formulär, en ostrukturerad intervju. Lärarna har besvarat frågor om hur de uppfattar titeln studie- och yrkesvägledare och dennes arbetsområden och kompetens. Den teori som använts i studien är den fenomenologiska teorin. Genom teorin försöker jag lyfta fram vad lärarna vet om studie- och yrkesvägledarens kunskaper och kompetens. Detta försöker jag sedan att koppla till vad som lärarna tror sig veta om titeln studie- och yrkesvägledare och dennes arbetsområde. Sammanfattningsvis är titeln studie- och yrkesvägledare mycket starkt förknippad med att arbeta inom skolväsendet. När lärarna ser en studie- och yrkesvägledare ser de samtidigt dennes persons arbetsområden och arbetsuppgifter. Lärarna anser att titeln är bra eftersom den talar om vad professionen handlar om.

Univ., Diss.--Marburg, 1999. / Literaturangaben.

Bakgrund: Distriktssköterskans yrkesroll har en lång historia och kompetensbeskrivningen är omfattande och ställer stora krav, samtidigt som den innefattar mycket av det som finns i kompetensbeskrivningen för sjuksköterskor. Hur arbetsuppgifterna skiljs åt mellan rollerna kan vara svårt att definiera och det varierar också beroende på arbetsplats. Att läsa en specialistutbildning och byta titel kan vara en mångfacetterad omställning för många sjuksköterskor. Syfte: Syftet med studien var att beskriva distriktssköterskans upplevelse av sin nya yrkesroll vid återgång till samma arbetsplats efter fullföljd distriktssköterskeutbildning. Metod: Studien genomfördes med en kvalitativ metod med en induktiv ansats. Semistrukturerade intervjuer genomfördes med elva distriktssköterskor som var anställda på vårdcentraler i sydöstra Sverige. Materialet analyserades med en kvalitativ innehållsanalys. Resultat: Analysen resulterade i tre kategorier med sju underkategorier. Kategorierna var: En ny titel, där den nya titeln medförde olika känslor samt beskrev upplevelsen av hur distriktssköterskorna värdesattes. Professionell utveckling, en tydlig känsla av självständighet och ett nytt förhållningssätt gentemot patienterna. En motsägelsefull specialistkompetens, det framkom motstridiga beskrivningar av hur distriktssköterskorna hade samma arbetsuppgifter som sjuksköterskorna, men ändå hade specifika ansvarsområden. Slutsats: Att återgå till samma arbetsplats efter slutförd distriktssköterskeutbildning kan upplevas på många olika vis. Hur arbetsplatsen är strukturerad och hur fördelningen kring arbetsuppgifter fungerar påverkar hur stor förändring distriktssköterskan upplever när hen kommer tillbaka. Kollegors reaktioner och förväntningar på den nya titeln gör dem både stolta och lite besvärade. Att ha fått utbildningen betald gör att upplevelsen är mer positiv och bidrar till att känna sig värdesatt. / Background: The professional role of the district nurse has a long history, and the competence description is extensive and sets great demands, at the same time it includes much of what is in the competence description for nurses. How the tasks are separated between the roles can be difficult to define and varies depending on the workplace. Studying and becoming a specialist nurse and changing titles can be a multifaceted adjustment for many nurses. Aim: The study examined the district nurse´s experience of her new professional role when returning to the same workplace after completing district nursing training.  Method: The study was conducted using a qualitative method with an inductive approach. Semi-structured interviews were conducted with eleven district nurses who were employed at health centers in south-eastern Sweden. The material was analyzed using a qualitative content analysis.  Results: The analysis resulted in three categories with seven subcategories. The categories were: A new title, where the new title entailed conflicting feelings and the experience of how the district nurses were valued. Professional development, a clear sense of independence, and a new approach towards patients emerged. A contradictory specialist competence, there were conflicting descriptions of how the district nurses had the same tasks as the nurses but still had specific areas of responsibility.  Conclusion: Returning to the same workplace after completing district nurse training can be experienced in many ways. How the workplace is structured, and the distribution of tasks affects how much change the district nurse experiences when she returns. Colleagues´ reactions and expectations of the new title make them both proud and troubled. Having the education paid for makes the experience more positive and contributes to feeling valued.

This study examines D.P.S Monyaise’s short story titled Omphile Umphi Modise which were scrutinized by Mogapi (1992), Pretorius (1990), Manyaka (1992), Shole (1997) and Malimabe (1998). Their investigation did not only focus on the content of the short story, but also concentrated on the structure and style of the author. When scrutinizing Omphile Umphi Modise, the focus mainly falls on content and characterization of the characters. This research is based on an adopted narratological model, which is used by Groenewald (1993) and Mojalefa (1994).. When investigating the content, emphasis is put on the topic as a theme and part of the plot, which is imperative in the analysis of Omphile Umphi Modise. Two terms which are to define and describe are used to explain and unravel ideas that were used by the writer to simplify the problems a reader would encounter in this investigation. When analyzing the content as theory, the following four elements are noticed: characters, events, time and place. Another important aspect on the level of content is the division of the characters into two subgroups, namely quarrelsome and kindhearted.. In Omphile Umphi Modise, the kindhearted is Motlalepule, while the quarrelsome is rraModise who blatantly refuses to see Motlalepule’s good side. These two characters are described by the following: intention, patronage abilities, success and resistance. The investigation explains that the theme, which is ‘keeping a secret can lead to one’s doom’, is the one that connects the events and the plot, with the intention of highlighting the message to attract the reader. Design is one of the most important aspects of the plot. It is herewithin divided into two sections which highlight the characterization of the protagonist and antagonist as well as the revelation of the aspect of tragedy in Omphile Umphi Modise. The characters are divided into two sections, namely main and minor characters. The main characters are the protagonist, the antagonist and the tritagonist. The antagonist in Omphile Umphi Modise is rraModise/Mosimane yo o tedu tsebeng/ tedu tsa katse who is portrayed to be evil because he mandated Thandi, a minor character, to put drugs in the tea Motlalepule was about to drink, and sadly ended up drinking it herself. After she was drugged, mosimane yo tedu tsebeng/tedu tsa katse raped and impregnated her. The writer uses techniques to explain the personality traits of the characters. He employs a distinguishing technique to highlight personality traits of Motlalepule which are beauty, misfortune, suffering, and poverty. These are explained by the following techniques: focus, differentiation, conflict, use of the possessive, use of the adjective form, point of view, use of diminutive form, exaggeration, use of the pronoun, use of idioms, proverbs and, similes and omission. Differentiation is employed to highlight leadership as a personality trait of the antagonist, mosimane yo o tedu tsebeng/ tedu tsa katse/rraModise is which is explained by two techniques: indicative mood and point of view. AFRIKAANS : In hierdie ondersoek word D.P.S Monyaise se kortverhaal getiteld Omphile Umphi Modise ontleed. Dié kortverhaal is krities ontleed deur Mogapi (1992), Pretorius (1990), Manyaka (1992), Shole (1997) en Malimabe (1998). Hulle ondersoeke het nie slegs die inhoud van die kortverhaal betrek nie, maar het ook op die struktuur van die kortverhaal en die styl van die skrywer gefokus. Met die ontleding van Omphile Umphi Modise, word daar gekonsentreer op twee aspekte, naamlik inhoud en karaktarisering van die karakters. Hierdie navorsing word gebaseer op die aangenome narratologiese model wat gebruik word deur Mojalefa (1994) en Groenewald (1993).. Wanneer die inhoud ondersoek word, word daar klem gelê op die onderwerp as ‘n tema en as deel van die plot, wat van belang is in die analise van Omphile Umphi Modise. Idees wat deur die skrywer gebruik is om die probleme van die leser ten opsigte van die verstaan van die ondersoek te vereenvoudig, word twee terme naamlik en defineer en te interpreteer verduidelik en geanaliseer. Wanneer die inhoud as teorie ontleed word, word die volgende vier elemente betrek: karakters, gebeure, tyd en plek. ‘n Ander belangrike aspek is die vlak van inhoud – die karakters word in twee subgroepe verdeel, naamlik. antagonis en protagonis. In Omphile Umphi Modise, is Motlalepule die protagonis, terwyl rraModise die antagonis is wat blatant weier om Motlalepule se goeie kant raak te sien. Hierdie twee karakters word beskryf deur intensie, vermoë, sukses en teenstand. Die ondersoek verduidelik dat die tema ‘om ‘n geheim te hou wat tot ‘n mens se ondergang kan lei’, die een is wat gebeure en plot koppel, met die doel om die boodskap uit te lig om sodoende die leser te interesseer. Ontwerp is een van die belangrikste aspekte van die plot. Dit word onderverdeel in twee afdelings wat die karakterisering van die protagonis en antagonis, sowel as die tragedieaspek van Omphile Umphi Modise beklemtoon. Die karakters word in twee groepe verdeel, naamlik. hoofkarakters en newekarakters. Die hoofkarakters is die protagonis, die antagonis en die tritagonis. Die antagonis in Omphile Umphi Modise is rraModise/Mosimane wa tedu tsebeng/ tedu tsa katse wat uitgebeeld word as boos, omdat hy Thandi, ‘n newekarakter, oorreed het om ‘n dwelmmiddel in Motlalepule se tee te gooi, en dit toe self gedrink het. Nadat sy bedwelm is, het mosimane yo tedu tsebeng/tedu tsa katse haar verkrag en swanger gemaak. Die skrywer gebruik verskillende tegnieke om die persoonlikheidskenmerke van die karakters uit te beeld. Hy gebruik ‘n spesifieke tegniek om die persoonlikheidskenmerke van Motlalepule uit te lig, naamlik skoonheid, ongeluk, swaarkry en armoede. Hierdie kenmerke word uitgelig deur die volgende tegnieke: fokus, differensiasie, konflik, die possessiewe vorm die adjektiewe vorm, perspektief, die diminutiewe vorm,, oordrywing, die gebruik van die voornaamwoord, die gebruik van idiome, spreekwoorde en vergelykings en elisie. Differensiasie is gebruik om leierskap as ‘n persoonlikheidskenmerk van die antagonis, mosimane yo o tedu tsebeng/ tedu tsa katse/rraModise uit te lig en wat verder verduidelik word deur twee tegnieke naamlik indikatiewe modus en perspektief. / Dissertation (MA)--University of Pretoria, 2011. / African Languages / unrestricted

This essay aims to examine the contents of the picture and the connection between viewer and picture in some of the works of Swedish artist Max Walter Svanberg. The methods applied are the semiotic methods of Charles Sanders Pierce and Roland Barthes to analyse the pictures both in themselves, but also in the context of the written material the artist has left behind about his art. Emerging from these writings is that the overall goal of the artist was to awaken the imagination of the viewer. The results show that Svanbergs’ art distances itself from the Icon and approaches a state as Index of the world. The artist shies away from giving one meaning to any part of his art, and always forces the viewer to interpret. The imagination is sprung by the process of interpretation and association.

This diploma thesis deals with a detailed analysis of the daily Rudé právo in 1951 - 1960. It is focused in detail on leading representatives of the Communist Party and their impact on the situation in the former Czechoslovakia in ´50s, as well as on significant events in this period. The work will consist in comparing the real facts and distorted facts about personalities and events of that time as they were presented by Rudé právo as the propaganda newspaper of the Communist Party. The main aim of the thesis is to make a reader aware of the impartiality of Rudé právo which played a dominant role in the former media scene and greatly influenced the general public who did not have the opportunity to compare information with other news. It is important as well to the reader understand how powerful the media had already been that time, when Rudé právo was able to significantly support a cult of personality mainly around Klement Gottwald and J. V. Stalin, when a reader had no opportunity to gain any information than what the governance of communist Czechoslovakia wanted to. Besides the already mentioned cults of personalities the work will deal with propaganda of communism, the Soviet Union and the anti-Americanism which was propagated mainly between 1950 - 1953 in almost every issue of the newspaper. After reading this thesis, the reader should understand the content of Rudé právo and its importance. He should realize that the main aim was to arouse belief of the citizens of Czechoslovakia that "Western world", especially the United States, is an enemy that wants to control the whole world and that its leaders are the aggressors and the enemies of peace. The Soviet Union and its leaders should then be the protection against so-called warmongers from the USA. Due to then lack of information it was very difficult for an average working Czechoslovak reader to know that the reality was quite the opposite.

The aim of the study is to apply a paratext analysis to investigate what it is in thepackaging of books that can appear attractive to children and what are the distinctiveshared features of popular pupil choices among books. The analysis consists of anexamination of each book and then a comparative section. The analytical categories arethe title and subtitle, author’s name, publisher’s information, cover pictures, the backcover, the spine, the format of the book, endpapers, and the series emblem. Thetheoretical premises are hermeneutics and semiotic interpretations of signs. The studyproceeds from Genette’s concepts of paratext, peritext and epitext. A prominent common feature of the books was series emblems in the form ofmain titles and colours. Another significant conclusion is that the cover often depictssome climactic event in the content of the book. The content and the cover mustharmonize so that the reader will not feel disappointed. The didactic conclusions are thatteachers must have a good understanding of the effect a book cover can have on pupils.Often teachers try to motivate pupils by telling them about the exciting content, but ifthe pupil is not motivated by the paratext, the threshold will be too high. It is of greatrelevance that teachers offer pupils several different books with varying paratexts.

Lentsoane uses the title of his narrative to highlight the theme. Special attention is paid to this. The suspense is captured in the clash between the traditional attitude to life held by the Bapedi and the modem philosophy of life held by the younger generation. Lentsoane effectively uses the concept of a journey to convey his message to his reader. The visit of the antagonist Kgoteledi to the homeland is especially important in this regard, as her family there is conservative and thus strongly supports her actions. But it is also here that she becomes aware of change. Other important techniques used by Lentsoane are: contrast, symbolism, shifting of focus, mirrorimages, naming, summary and retardation, foreshadowing, but also the reference to related matters. This latter technique has an important emphasising function. Although conflict is emphasised all the time, the climax is reached with the announcement that Mihloti, Dikgoneng's girlfriend, is pregnant. The mother (and therefore also the rest of the family) hereby accept that change has also become part of their lives. Kgoteledi comes to terms with the situation and passes away. AFRIKAANS : In hierdie verhandeling word Lentsoane se novelle, Megokgo ya Lethabo, as 'n liefdesverhaal besktyf waarin die liefdesverhouding tussen die minnaars nie deur die jongman se familie goedgekeur word nie, omdat die jong meisie lid van 'n ander etniese groep is. Die beskrywings model wat vir die ondersoek gevolg word, is 'n aangepaste narratologiese model. Boonop word slegs twee van die struktuurlae ondersoek, nl. die inhouds- en die samestellingslae. In die beskrywing van die inhoudslaag is die vier epiese elemente, karakter, handeling, tyd en plek, noukeurig nagegaan, en t.o.v. die onderwerp wat die outeur gekies het, beskryf. Die onderwerp bepaal die onderlinge verhouding tussen die verskillende karakters, en verdeel die handeling in drie groot aksiekategorieë, t.w. die liefdesverhouding, die besware van die jongman se familie, en die uiteindelike troue. Die tydsbegrip word omskryf in terme van 'n tydstip, tydsverloop en tydsomstandighede. Vir die beskrywing van die samestellingslaag van die werk is daar twee kernbegrippe wat uitgelig word, nl. die temabegrip en die tegniek begrip wat 'n verhoudingsbegrip is en nie eenduidig in verwysing is nie. Die tema wat hier vooropgestel word, is die van verandering, en slaan op die voortdurende verandering in die lewe van mense en kulture. Die karakter van die protagonis, Dikgoneng, word in terme van noodsaaklike en bykomende kenmerke beskryf. Die noodsaaklike kenmerke hou met die verhaalsoort of genre verband, terwyl die outeur met die bykomende kenmerke sy Ieser tot vereenselwiging met die protagonis oorhaal. Die antagonis word slegs t.o.v. die noodsaaklike kenmerke beskryf. Lentsoane gebruik die verhaaltitel as 'n belangrike outeursmiddel om die tema van sy werk na vore te bring. Besondere aandag word hieraan afgestaan. Die spanningselement lê opgevang in die botsing tussen die tradisionele lewensopvattings van die Bapedi en die modeme lewensbeskouing van die jong geslag. Lentsoane maak effektief van die reisbegrip gebruik om sy boodskap aan sy leer tuis te bring. Hier is dit veral die antagonis, Kgoteledi, se besoek aan die tuisland, wat belangrik is, omdat haar familie daar behoudende mense is, en haar dus in haar saak sterk steun. Maar dis dan ook hier waar sy van verandering bewus raak. Belangrike ander tegnieke wat Lentsoane gebruik, is kontrastering, simboliek, fokusverskuiwing, spieëlbeeldstelling, naamgewing, tydsversnelling en vertraging, vooruitskouring, maar veral die verwysing na verwante geleenthede wat 'n sterk beklemtoningsfunksie het. Hoewel konflik deurentyd aan die orde is, word die hoogtepunt met die aankondiging bereik dat Mihloti (Dikgoneng se nooi) swanger is. Die moeder (en daarom ook die res van die familie) aanvaar hiermee dat verandering ook deel van hulle lewens geword het. Kgoteledi berus haar hierin en sterwe. / Dissertation (MA)--University of Pretoria, 1999. / African Languages / unrestricted

Carsta Genäuß-Kühn (* 30. Nov. 1959 Dresden) – vom Elbepaddeln zur Weltklassekanutin, Olympiasiegerin und siebenfachen Weltmeisterin. Aufgezeigt wird der Lebensweg einer der erfolgreichsten Kanurennsportlerinnen aller Zeiten, einer Frauenpersönlichkeit, die Höhen und Tiefen der sportlichen Laufbahn kennenlernte und deren sportliche Erfolge sie an die Weltspitze führten. Zumeist waren es die Gold-Plätze auf dem sogenannten Siegertreppchen, die von der Dresdner Sportlerin eingenommen wurden, wenn sie zwischen 1973 bis 1985 weltweit unzählige Wettbewerbe, DDR-Meisterschaften, Europa- und Weltmeisterschaften bestritt, oder 1980 olympisches Gold aus Moskau in ihre Heimatstadt Dresden brachte. Trainiert wurde sie durch den SC Einheit Dresden, einem der erfolgreichsten Leistungssportzentren im Sportsystem der DDR.

I vår studie intar vi en hermeneutisk ansats och genomför en textanalys. I vår studie tolkar, analyserar och kategoriserar vi innehållet i åtgärdsprogrammets behov och åtgärd. Utifrån diskurser konstruerar vi en ram som hjälper oss att tolka formuleringar i åtgärdsprogram. Syftet med denna studie är att undersöka hur identitet, makt och matematiska begrepp synliggörs i åtgärdsprogram. I studien undersöker vi i vilken omfattning begreppen ovan förekommer i behov och åtgärder för årskurs 6 och 7. Vi utgår från ett diskursivt perspektiv mot makt och identitet. Vår studie visar att koppling mellan behov och åtgärd saknas i vissa åtgärdsprogram. Tillskriva identitet har den största andelen för åtgärder. Matematiska begrepp har störst andel för upptagna behov. Makt (makt genom kunskap och titel) har lägst förekomst i upprättade åtgärder. Det är varje skolas diskurs och dess skolpersonal som avgör på vilket sätt och i vilket forum som arbetet kring elevens behov fungerar. På samma sätt är den skillnad som existerar mellan olika upprättade åtgärdsprogram ett uttryck för den kultur eller diskurs som råder just nu, lokalt på skolan. Detta är avgörande om åtgärdsprogrammet används som ett fungerande verktyg. / In our study we take a hermeneutical approach and interpret text. In our study we interpret, analyse, and categorize the content of the IEP´s needs and arrangements. Based on discourses we construct a framework that helps us interpret phrasings in IEPs. The purpose of this study is to investigate how identity, power and mathematical concepts are made visible in the text of IEPs. In this study, we investigate to what extent the concepts above occur in the needs and arrangements for grades 6 and 7. We start from a discursive perspective on power and identity. Our study shows that the connection between needs and arrangements is missing in some IEPs. Attributing identity has the largest share of arrangements. Mathematical concepts have the greatest proportion of occupied needs. Power (power through knowledge and title) has the lowest occurrence of written arrangements. It is the discourse of every school and its school personal that decides in what direction and in what context the work toward the needs of the student. In the same way is the difference that exist between different IEPs an expressian in the culture that is dominant at schools. This is crusial if the IEPs is working as a functioning tool.