Listan är uppdelad i 3 delar; Böcker för vuxna, Litteratur för Barn samt Böcker på andra språk än svenska, vilka ligger på nivå 1. Böcker för vuxna och Litteratur för avkomma är uppdelade mellan Skönlitteratur, Facklitteratur. Dessa avsnitt ligger på nivå 2. Litteratur på andra språk än svenska är uppdelade mellan Böcker för vuxna samt Böcker för barn.
Nödhjälp på villovägar: implementering av en filantropisk välfärdsidé
No category Nödhjälp på villovägar: implementering bruten en filantropisk välfärdsidé. The project initially aimed to hinder starvation among children to poor families and was arranged in a similar way as boarding-out schools. Children to poor families were offered this temporary solution and during their stay they received board knipa lodging as well as schooling knipa work practice. However, the project continues until although the threat of famine is hindered fairly promptly which indicates that new policies were introduced. Therefore, the inquiry focuses on how actors on different levels in the implementation structure adapt and transform the philanthropically policy to suit their respective needs and goals. The study is divided into two phases, a so called initial phase and an expansion phase. The implementation is investigated via archive material from the philanthropically organisation itself, Stiftelsen Norrbottens Läns arbetsstugor, as well as from local governments kommunala skolråd and representatives of the Swedish government folkskoleinspektörer. The study shows how policies of childcare becomes blurry or difficult to fulfil due to insufficient means, lack of control or because of absence of recognized tools to evaluate the activity. Commonly, implementation studies sought to show how well or misused the policy has been obeyed after its introduction.
In which ways could history education bedja regarded as a historicalculture expression, inom. This thesis takes its point of departure in these overarching questions. More specifically the research was carried out as a contextualised case study of sixteen history lessons in a Swedish Year 9 class, in the autumn of The contextualisation consists of an analysis on historical-culture expressions in Sweden at that time. Despite conflicting views, the major finding was signs on a schematic narrative depicting Sweden arsel a country that solves her problems in a peaceful way, both in the past, the present and the future. The classroom study was conducted with an ethnographical approach with close attention to teacher-student interactions. The research was guided by an analytical model inspired by the history theorist Jörn Rüsen. According to the model, a history education aiming to develop elev s historical consciousness provides learning processes that follow five interrelated activities: 1 to ask relevance-making historical questions, 2 to experience the past as tangible, 3 to interpret the past in order to understand, 4 to organize historical knowledge as meaningful narratives knipa 5 to orient oneself by historically informed answers in relation to future-related questions.