This thesis in Educational Sciences consists of a narrative ideology-analysis of the Swedish school's fundamental values with perspectives from the philosophy of Nietzsche and Kant, which also analyzed the same way, with the aim to trace and problematize the ideological foundations of "our society's shared values" that teachers should convey to the students. Based on a theory that a humanism crisis occurs when important values are perceived as threatened, does the introduction of the basic values of the curriculum appear as a response tosocietal changes. Nietzsche and Kant represent completely different idea currents that both have been reflected in the curriculum in which basic values have different meanings. Nietzsche has inspired social criticism, postcolonial and postmodern thinkers to a critical constructivist approach that is an asset in the multicultural classroom to deconstruct stereotypes and prejudices. That culture, ethnicity, morality and religion do not have an objective essence, but seen as social constructions, using a critical approach is a way of thinking which was developed with inspiration from Nietzsche. The school shall strengthen the ability "to live with and realize the values inherent in cultural diversity" is the expression of a postmodern narrative, suggesting that there is not only a valid story, but several. In Nietzsche's perspective, the current standards, such as basic values, is an expression of power, but it is possible to become a superman that frees itself from the prevailing conventions and fulfilling herself, like the postmodern man, or the self-sufficient individual, while Kant rather believe that there are an objective morality that can be reversed by reason that people will follow. Democracy carries the fundamental values of the National Agency for Education. The curriculum values are based on political decision by the Swedish Riksdag and law, but the curriculum refers simultaneously to the ethics borne of humanism. Humanism as Enlightenment, where Kant seems one of the great philosophers of the Enlightenment, is the basis for the curriculum of values. The belief in human rights as a guiding principle and core values constitute a kind of ideology in the curriculum that can be defended by Kant's philosophy, but not with Nietzsche's philosophy. The Curriculum Committee also argues in the report, SOU 1992: 94 for the classic humanistic educational ideal, as both Nietzsche and Kant included, which was weak in Sweden during the post-war period.

Diploma thesis is mainly focused on strategic analysis and its variant solutions. The aim of the thesis is to elaborate strategic and financial analysis with proposal of partial adjustments for the purpose of evaluation to 31.12.2010 for OHL ŽS, a.s. Another aim is to judge the chosen methods for sales projection in connection with variable value basis. To achieve the given aims I have work out financial and strategic analysis for objective, investment and market value basis. Finally I present summary and recommendations for the given method.

Syftet med denna studie är att få en förståelse för hur musiklärare på kulturskola och gymna- sium förhåller sig till att undervisa i metal- och hårdrocksgenren utifrån dess textuella innehåll. Studien grundar sig på det hermeneutiska perspektivet och en interpretativistisk kunskapssyn. Tidigare forskning presenteras som berör ämnet från olika perspektiv. Semistrukturerade inter- vjuer har använts som datainsamlingsmetod vilket bearbetats med tematisk analys för att fram- ställa ett resultat. I resultatet synliggörs musiklärarnas dualistiska förhållningssätt där metal- och hårdrocksmusik kan ses som verklighet och/eller fiktion. Likheter och skillnader visar sig bland musiklärarna gällande var gränsen går för vilken typ av musik som accepteras i deras undervisning. Huruvida musiken i undervisningen presenteras i samband med uppspel är en påverkande faktor för detta. I resultatet synliggörs att metal- och hårdrocksmusik används som kritiskt och samhällsbildande underlag i undervisning. I diskussionen ställs resultatet mot tidi- gare forskning och diskuterar musiklärarnas förhållningsätt, strategier och syn på värde- grundsuppdraget. Slutligen presenteras en metoddiskussion som problematiserar studiens utfö- rande. / The purpose of this study is to gain an understanding of how music teachers at cultural- and upper secondary schools approach teaching in the metal and hard rock genre based on its textual content. The study is based on a hermeneutic perspective and an interpretivist epistemology. Previous research is presented that addresses the subject from various perspectives. Semi-struc- tured interviews have been used as the data collection method, which were analyzed themati- cally to produce the results. The results reveal the music teachers' dualistic approach where metal and hard rock music can be seen as both reality and/or fiction. Similarities and differences are observed among the music teachers regarding the boundaries of what type of music is ac- cepted in their teaching. Whether the music should be played in public is an influencing factor in this regard. The results show that metal and hard rock music is used as critical and community forming basis in education. The discussion compares the results with previous research and discusses the music teachers' approach, strategies, and views on the core values of the education mission. Finally, a methodological discussion is presented that problematizes the execution of the study.