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  • 1901.
    Svensson, Lars-Håkan
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Culture and Communication.
    Direkt från lertavlorna (Ola Wikander, I döda språks sällskap)2006In: Sydsvenska Dagbladet, ISSN 1104-0068, no 8 juni 2006, p. B3-B 3Article in journal (Other academic)
  • 1902.
    Svensson, Lars-Håkan
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Culture and Communication.
    En blick mot både framtid och dåtid (Doris Lessing)2007In: Sydsvenska Dagbladet, Vol. 12 okt 2007, p. B5-B5Article in journal (Other (popular science, discussion, etc.))
  • 1903.
    Svensson, Lars-Håkan
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Culture and Communication.
    Ett pris åt Sir Vidia2001In: Sydsvenska Dagbladet, ISSN 1104-0068, no 12 oktober 2001, p. B 2-B 2Article in journal (Other (popular science, discussion, etc.))
  • 1904.
    Svensson, Lars-Håkan
    Linköping University, Department of Culture and Communication. Linköping University, Faculty of Arts and Sciences.
    " ‘Gazing Into the Future’: Beginnings, Endings, and Midpoints in Paul Muldoon’s Why Brownlee Left"2011In: Exit: Endings and New Beginnings in Literature and Life / [ed] Stefan Helgesson, Amsterdam & New York: Rodopi , 2011, p. 231-245Chapter in book (Other academic)
  • 1905.
    Svensson, Lars-Håkan
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Culture and Communication.
    I onådens och vanärans tid (J M Coetzee nobelpristagare)2003In: Sydsvenska Dagbladet, ISSN 1104-0068, no 3 oktober 2003, p. B 2-B 3Article in journal (Other (popular science, discussion, etc.))
  • 1906.
    Svensson, Lars-Håkan
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Culture and Communication.
    Imitation and Cultural Memory in Spenser's The Faerie Queene2009In: Writing and Religion in England, 1558-1689: Studies in Community-Making and Cultural Memory / [ed] Roger D. Sell & Anthony W. Johnson, Farnham: Ashgate , 2009, 1, p. 73-90Chapter in book (Other academic)
    Abstract [en]

    Exploring a wide variety of early modern religious writing in England, this volume emphizes the role of such writings in the formation of various communities, from the narrowly exclusive to the broadly inclusive. Individual contributions range from studies of particular writers to considerations of larger political or sociocultural contexts, examinations of the links between religious writing, music and architecture, and reflections on the workings of religious writing within the domain of cultural memory.

  • 1907.
    Svensson, Lars-Håkan
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Culture and Communication.
    Introduzione2007In: Apollo Blu / [ed] Svenbro, Jesper, Novara, Italien: Interlinea Edizioni , 2007, p. 11-20Chapter in book (Other academic)
  • 1908.
    Svensson, Lars-Håkan
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Culture and Communication.
    Jesper Svenbro in Translation2002In: Boundary 2, ISSN 0190-3659, E-ISSN 1527-2141, Vol. 29, no 1 Spring 2002, p. 25-26Article in journal (Refereed)
  • 1909.
    Svensson, Lars-Håkan
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Culture and Communication.
    Med blick för samtiden (Richard Ford: Som landet ligger)2007In: Sydsvenska Dagbladet, p. B4-B5Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

      

  • 1910.
    Svensson, Lars-Håkan
    Linköping University, Department of Culture and Communication. Linköping University, Faculty of Arts and Sciences.
    När örnen låter höra trånads toner: Carl Fredrik Hill som författare2009In: Aiolos, no 38-39, p. 35-49Article in journal (Other academic)
  • 1911.
    Svensson, Lars-Håkan
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Culture and Communication.
    Omistlig essäkonst (J M Coetzee, Främmande stränder)2004In: Sydsvenska Dagbladet, ISSN 1104-0068, no 16 sept 2004, p. B 2-B 3Article in journal (Other academic)
  • 1912.
    Svensson, Lars-Håkan
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Culture and Communication.
    Postscript2003In: Three-toed gull : selected poems / [ed] Jesper Svenbro ,John Matthias and Lars-Håkan Svensson, Evanston, Ill: Northwestern University Press , 2003, p. 121-129Chapter in book (Other academic)
    Abstract [en]

    Perhaps the most widely respected and read poet of his generation in Sweden, Jesper Svenbro makes his debut in the English-speaking world with this selection of poems drawn from his seven previous volumes and impeccably translated by John Matthias and Lars-Hakan Svensson. At times intellectual and erudite, at other times invoking intimacy and closely observed memories, Svenbro appears here at his most richly allusive, calling with consummate ease upon the myths of the Greeks, real and imaginary journeys in Lapland, the poetry of Sappho and T. S. Eliot, the plaints and joys of childhood, and the evocations of nature and of art. Whether in intricate formal innovations or flights of free verse, in the linguistic politics of "Stalin as Wolf" or the political linguistics of "A Critique of Pure Representation," Svenbro's work captures in its every nuance the transcendent possibilities of the poet's art

  • 1913.
    Svensson, Lars-Håkan
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Culture and Communication.
    (rec av) Howard Jones, Master Tully: Cicero in Tudor England2000In: English Studies: A Journal of English Language, ISSN 0013-838X, E-ISSN 1744-4217, Vol. 81, no 4 August 2000, p. 390-391Article in journal (Other academic)
  • 1914.
    Svensson, Lars-Håkan
    Linköping University, Department of Culture and Communication. Linköping University, Faculty of Arts and Sciences.
    Remembering the Death of Turnus: Spenser’s The Faerie Queene and the Ending of the Aeneid2011In: Renaissance quarterly, ISSN 0034-4338, E-ISSN 1935-0236, Vol. 64, no 2, p. 430-471Article in journal (Refereed)
    Abstract [en]

    Most of the key episodes in book 1 of Edmund Spenser’s Faerie Queene (1590) replay famous passages in Virgil’s Aeneid. However, the concluding canto, describing the Redcrosse knight’s betrothal to Una, is based on Maffeo Vegio’s fifteenth-century Supplementum to the Aeneid, while, surprisingly, the Aeneid’s much-disputed ending appears in triplicate in early sections of book 1. This article examines the place and function of book 1’s three imitations of the Aeneid’s ending, while also relating them to Spenser’s appropriations of the ending in later books of The Faerie Queene. It argues that, in making Redcrosse assume the position of Aeneas in largely negative contexts, book 1 opposes standard sixteenth-century interpretations of Aeneas’s pietas, whereas later books of The Faerie Queene usually conform to prevalent early modern interpretations of the moral import of this powerful cultural memory.

  • 1915.
    Svensson, Lars-Håkan
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Culture and Communication.
    Skaparkraft som imponerar (Kjell Espmark, Vintergata)2007In: Sydsvenska Dagbladet, ISSN 1104-0068, Vol. 27 aug 2007, p. B5-B5Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

      

  • 1916.
    Svensson, Lars-Håkan
    Linköping University, Department of Culture and Communication. Linköping University, Faculty of Arts and Sciences.
    The Heroines of English Pastoral Romance2009In: English Studies: A Journal of English Language, ISSN 0013-838X, E-ISSN 1744-4217, Vol. 90, no 6, p. 742-743Article, book review (Other academic)
    Abstract [en]

    n/a

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    FULLTEXT01
  • 1917.
    Svensson, Lars-Håkan
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    "The Overall Wandering of Mirroring Mind”: Some Notes on Göran Printz-Påhlson2011In: Letters of Blood and Other Works in English / [ed] Göran Printz-Påhlson, Robert Archambeau, Cambridge, UK: Open Book Publishers , 2011, p. xxix-xxxviChapter in book (Other academic)
    Abstract [en]

    This collection brings together for the first time select works in English by the major Swedish modernist poet and critic Goran Printz-Pahlson. It was Printz-Pahlson who introduced poetic modernism to Scandinavia, and his essays and poems delve deeply into English, American, and continental modernist traditions. As well as "Letters of Blood", the collection includes the full text of "The Words of the Tribe", a major statement on modern poetics, in which Printz-Pahlson explores the significance of primitivism in Romanticism and Modernism, and the nature of metaphor and literary materialism. The collection also includes essays on style, irony, realism, and the relationship between historical drama and historical fiction, as well as studies of American poetry. Printz-Pahlson's poetry in English continues to explore these themes by different, often surprisingly innovative, means.

  • 1918.
    Svensson, Staffan
    et al.
    Sahlgrenska Academy at Göteborg University, Sweden.
    Linell, Per
    Linköping University, Department of Culture and Communication. Linköping University, Faculty of Arts and Sciences.
    Kjellgren, Karin I.
    Sahlgrenska Academy at Göteborg University, Sweden.
    Making sense of blood pressure values in follow-up appointments for hypertension2008In: International Journal of Cardiology, ISSN 0167-5273, E-ISSN 1874-1754, Vol. 123, no 2, p. 108-116Article in journal (Refereed)
    Abstract [en]

    BACKGROUND:

    Although there are effective ways of treating hypertension, only a minority of all hypertensive people reach target blood pressure levels. This may be a function of how patients and physicians put measured values into context when they decide if the blood pressure is well controlled or too high.

    METHODOLOGY:

    Qualitative analysis of audio-taped follow-up appointments for hypertension between 51 outpatients and their 11 physicians. All patients came for routine follow-up appointments for hypertension. The setting was primary and a specialist outpatient care in the south of Sweden.

    PRINCIPAL FINDINGS:

    Borderline blood pressure values led to more deliberation. Common ways of contextualising the blood pressure were by comparing it to previous values and by explaining it in terms of stress or lack of rest. The net effect of this was that the representativity and severity of the measured blood pressure value were downplayed by both patients and physicians. In some instances, physicians (but not patients) worked in the opposite direction. Patients were less actively engaged in interpreting the blood pressure values, stated their views about therapy less often, and were careful not to express views that were overly critical of the drug treatment.

    CONCLUSIONS:

    Patients and physicians make sense of the blood pressure through a contextualisation process which tends to normalise the face values towards the reference values. The resulting (processed) value is the one acted upon. Discursive handling of the blood pressure therefore makes up an important part of the decision-making.

  • 1919.
    Svensson, Stefanie
    Linköping University, Department of Culture and Communication. Linköping University, Faculty of Arts and Sciences.
    Den provocerande kroppen: En diskursanalytisk studie av konstkritiska texter som behandlar utställningarna Paul McCarthy Head Shop/Shop Head och Nationalmuseums Lust & Last2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The exhibitions, Paul McCarthy’s Head Shop/Shop Head shown in 2006 and the Nationalmuseum’s Lust & Last shown in 2011, are in centre of this essay. The aim of the essay is to perform a discourse analytical study of a selection of art critical texts concerning these two exhibitions. The exhibitions exemplify what I have chosen to call “The provocative discourse of art”. I want to examine how a selection of art critics received the exhibitions, and also to present a view of “the provocative discourse of art”.

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    Den provocerande kroppen
  • 1920.
    Swahn, Herman
    Linköping University, Department of Culture and Communication.
    Räkna med slöjden: En studie om praktisk matematik2009Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Arbetet kopplar ihop matematiken med trä- och metallslöjden. Filosofen Deweys tankar om att praktiskt arbete gynnar elevers kunskapsbildning var utgångspunkten för syftesformuleringen.

    Syftet med arbetet var att bidra till nya perspektiv på matematikundervisningen i grundskolans senare år. Detta har jag gjort genom att tillverka ett pedagogiskt material i form av fyra slöjdföremål med tillhörande pedagogiska tankar.

    Som bakgrund till det praktiska arbetet har jag bearbetat litteratur men även genomfört ett flertal kvalitativa intervjuer med olika lärare. Intervjuerna behandlade lärarnas syn på praktisk matematik jämfört med traditionell matematikundervisning samt geometri kopplat till praktisk matematik. Resultatet av intervjuerna visar i stora drag att både matematik och trä- och metallslöjdlärarna var positiva till praktisk matematik. Matematiklärarna påpekade dock värdet av den teoretiska matematiken. Vidare menade både matematik och trä- och metallslöjdlärarna att geometrins områden lämpar sig för praktisk matematik, i form av att tillverka slöjdföremål.

    De fyra slöjdföremålen redovisas i arbetets resultatdel och i utställningsform.

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    Räkna med slöjden
  • 1921.
    Swartling, Ulrica
    et al.
    Linköping University, Department of Clinical and Experimental Medicine, Pediatrics. Linköping University, Faculty of Health Sciences.
    Hansson, Mats
    Uppsala University.
    Ludvigsson, Johnny
    Linköping University, Department of Clinical and Experimental Medicine, Pediatrics. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Centre of Paediatrics and Gynecology and Obstetrics, Department of Paediatrics in Linköping.
    Nordgren, Anders
    Linköping University, Department of Culture and Communication, Centre for Applied Ethics. Linköping University, Faculty of Arts and Sciences.
    "My parents decide if I can. I decide if I want to." Children’s views on participation in medical research2011In: Journal of Empirical Research on Human Research Ethics, ISSN 1556-2646, E-ISSN 1556-2654, Vol. 6, no 4, p. 68-74Article in journal (Refereed)
    Abstract [en]

    The participation of children in medical research raises many ethical issues, in particular regarding assent. However, little is known about children's own views on participation. This study presents results from interviews with children 10–12 years old with and without experience in a large-scale longitudinal screening study. We identified five themes: (1) knowledge about research, (2) a sense of altruism, (3) shared decision-making and right to dissent, (4) notions of integrity, privacy, and access, and (5) understanding of disease risk and personal responsibilities. We conclude that the children feel positive towards medical research, and want to take an active part in decisions and have their integrity respected. However, the study also indicates that children who had participated in longitudinal screening had a limited understanding, suggesting the vital importance of providing information appropriate to their age and maturity. This information should be provided out of respect for the children as persons, but also to promote their willingness to continue participating in longitudinal studies.                 

  • 1922.
    Swartling, Ulrica
    et al.
    Lund University, Sweden.
    Helgesson, Gert
    Karolinska Institute, Sweden.
    Ludvigsson, Johnny
    Linköping University, Department of Clinical and Experimental Medicine, Division of Clinical Sciences. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Center of Paediatrics and Gynaecology and Obstetrics, Department of Paediatrics in Linköping.
    Hansson, Mats G.
    Uppsala University, Sweden.
    Nordgren, Anders
    Linköping University, Department of Culture and Communication, Arts and Humanities. Linköping University, Faculty of Arts and Sciences.
    Children's Views on Long-Term Screening for Type 1 Diabetes2014In: Journal of Empirical Research on Human Research Ethics, ISSN 1556-2646, E-ISSN 1556-2654, Vol. 9, no 4Article in journal (Refereed)
    Abstract [en]

    There are an increasing number of medical research studies involving children, including many long-term birth cohort studies. Involving children raises many issues, and little is known about childrens own views. This study explored childrens views (N = 5,851) on participation in a long-term screening study for type 1 diabetes. The results show that children 10 to 13 years of age have in general a positive attitude to pediatric research and emphasized trust in researchers. The children stressed the importance to receive information and to be involved in decisions. The children also reported feeling concerned about blood sampling and disease risk. Researchers involved in long-term pediatric research need to address these issues to promote involvement and decrease worry.

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    fulltext
  • 1923. Order onlineBuy this publication >>
    Szczepanski, Anders
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Department of Culture and Communication, Arts, Crafts and Design. Linköping University, Faculty of Arts and Sciences.
    Handlingsburen kunskap: Lärares uppfattningar om landskapet som lärandemiljö2009Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    This is a licentiate dissertation consisting of a summarizing section and two free-standing but coherent articles, one of which has previously been published in ascientific journal while the other is accepted for publication. The unifying link is the theme of attempting to establish the kernel of outdoor education, as it isunderstood by teachers active in the field. The study depicts with the help of semi-structured interviews the respondents’ conceptions of teaching and outdooreducation. The first article is a survey (accomplished in A - School and B - School) of teachers’ perceptions of learning and teaching outdoors in preschool – (to) thefirst year of the compulsory school. The second article is a study of teachers’ perceptions of the possible special nature of outdoor education after having experiencedan educational intervention in the subject (preschool to first year). Both articles treat the special nature of outdoor education coupled with learning and outdoorteaching in light of the overall research question, what perceptions do teachers have of learning and teaching outdoors? The summarizing section which discusses thetwo articles is divided into five different parts.

    Chapter I comprises a social and environmental analysis and indicates the need for research in the field of outdoor education. Chapter II deals with the aim, issuesand theoretical perspectives of learning which are tied to knowledge through action, ecological readability and bodily learning. A number of restricted examples areselected among theoreticians and representatives of these three perspectives within the reform pedagogy movement, American pragmatism, the environmental studymovement and theories of the phenomenology of the body, the learning body in movement.

    The methodological basis for the analysis of the two articles is phenomenographic and is described in Chapter III. In Chapter IV the possible special nature ofoutdoor education is analysed, noting what stands out as especially prominent in the respondents’ answers and in what way, proceeding from questions such as what isoutdoor education for you, what is the difference between learning outdoors and indoors, and why teach outdoors? Four categories of response can be distinguished: aplace for learning, a way of learning, an object of learning and bodily learning. At the end of Chapter IV the results of both articles are summarised. Finally, Chapter Vcomprises a discussion proceeding from a metacategorisation of all descriptive categories from both articles. The discussion has led to the identification of threethematised perspectives, namely the place perspective, the environment perspective and the body perspective. These perspectives, place, environment and body, arelinked back to the technical frame of reference in Chapter II.

    The result of the two part studies, the survey study in article 1 and the educational intervention in article 2, indicates a multiplicity of varied perceptions of thespecial nature of outdoor education and can thus be said to characterise this as richly diversified. As regards teachers’ notions of the principal reasons for learning andteaching outdoors, the following four aspects are foregrounded:

    • the place for learning
    • the object of learning
    • the way of learning
    • bodily learning

    Two main categories were identified in article 2 which are treated in education in the subject after a five-day course (10 half study days), teachers who perceive aspecial nature in outdoor education and teachers who do not. Both main categories crystallised out after the educational intervention was implemented in Byskolan andStadsskolan (the Village School and the Town School), the latter being the reference school. One year after the completion of the educational intervention mostteachers in the Village School associated the special nature of outdoor education with a more authentic, body and sensory experience related, movement intensive and health promoting learning than traditional learning in the classroom.

    Proceeding from a metacategorisation the three above-mentioned thematised perspectives are described in Chapter V. These reflect the identified responsecategories in articles 1 and 2.

    The analysis of the empirical material of the investigation reveals that the special nature of outdoor education from the respondents´ perspective is related to place,to the environment and to the body.

    List of papers
    1. Lärares uppfattningar av lärande och undervisning utomhus
    Open this publication in new window or tab >>Lärares uppfattningar av lärande och undervisning utomhus
    2011 (Swedish)In: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 20, no 1, p. 21-48Article in journal (Other academic) Published
    Abstract [sv]

    I denna artikel redovisas lärares uppfattningar av begreppet utomhuspedagogik.Inledningsvis belyses utomhuspedagogiken utifrån ett teoretiskt perspektiv,med en översikt över tidigare forskning inom området. Denna empiriskastudie visar att begreppet är mångfacetterat med tydliga kopplingartill platsen för lärandet, objektet för och sättet att lära, men även till miljöoch hälsa. Alla respondenter anger vikten av autenticitet, det vill säga avupplevelser av fenomen i sin rätta miljö – kroppen, materien, naturen blirdirekta objekt för lärandet. Behovet av integrering av kroppsrörelse ochsinnlig erfarenhet i skolans ämnen exempelvis matematik och naturorienteringframhålls i respondenternas didaktiska exempel på lärande och undervisningutomhus.

    National Category
    Pedagogy
    Identifiers
    urn:nbn:se:liu:diva-20489 (URN)
    Available from: 2009-09-11 Created: 2009-09-11 Last updated: 2022-03-11Bibliographically approved
    2. Utomhuspedagogikens särart och möjligheter ur ett lärarperspektiv: En interventionsstudie bland lärare i grundskolan
    Open this publication in new window or tab >>Utomhuspedagogikens särart och möjligheter ur ett lärarperspektiv: En interventionsstudie bland lärare i grundskolan
    2006 (Swedish)In: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 16, no 4, p. 89-106Article in journal (Other academic) Published
    Abstract [en]

    I artikeln framförs argument för att förlägga en del av skolans undervisningi utomhusmiljö. Elevernas motivation skulle härigenomkunna öka – utomhusmiljön har i tidigare forskning visat sig hapositiva effekter på välbefinnande såväl som hälsa. I en interventionsstudiei grundskolan fick lärare i försöksgruppen pröva utomhuspedagogikunder handledning (10 halvdagar). I intervjuer efterinterventionen visade sig lärarna ha tämligen klara, om än varierandeuppfattningar av utomhuspedagogikens möjliga särart. Vidmätningar av sinnesstämningen hos lärarna i både interventionsgruppenoch jämförelsegruppen, visade sig sinnesstämningen hasjunkit under det år som förflutit mellan mätningarna. Sänkningenvar dock mindre bland lärarna i interventionsgruppen.

    Place, publisher, year, edition, pages
    Jönköping: Jönköping University Press, 2006
    National Category
    Pedagogy
    Identifiers
    urn:nbn:se:liu:diva-20498 (URN)
    Available from: 2009-09-11 Created: 2009-09-11 Last updated: 2022-03-11Bibliographically approved
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    Handlingens kunskap : Lärares uppfattningar om landskapet som lärandemiljö
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    Omslag/Cover
  • 1924.
    Szczepanski, Anders
    Linköping University, Department of Culture and Communication, Arts, Crafts and Design. Linköping University, Faculty of Arts and Sciences.
    Platsens betydelse för lärande och undervisning: ett utomhuspedagogiskt perspektiv2013In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 9, no 1, p. 3-17Article in journal (Refereed)
    Abstract [en]

    The study describes how 19 teachers linked to preschool and comprehensive school experience the importance of place for learning and teaching in an outdoor educational context. The methodological approach is phenomenographic. The semi-structured interviews are based on pictorial material intended to illustrate different physical learning environments. Nine categories and four place-related perspectives can be distinguished. The result shows that there is sometimes a didactic uncertainty around places for teaching and learning outside the classroom walls. The availability of different places in the outdoors, a woodland environment and natural materials is seen as meaningful complements in teaching. Town settings, parks and industrial landscapes are to a lesser degree perceived as learning environments. The study shows the experience of teachers using other contexts for learning and teaching than the classroom. Outdoor education is experienced as a place-related toolkit with opportunities to integrate different subjects and anchor teaching in the real world.

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    Platsens betydelse för lärande och undervisning: ett utomhuspedagogiskt perspektiv
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    The Importance of Place for Learning and Teaching – an Outdoor Educational Perspective. English translation of the above article
  • 1925.
    Szczepanski, Anders
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Culture and Communication.
    Uterummet - ett mäktigt klassrum med många lärmiljöer2008In: Utomhuspedagogik som kunskapskälla - Närmiljö blir lärmiljö / [ed] Lars Owe Dahlgren, Lund: Studentlitteratur AB, 2008, p. -205Chapter in book (Other academic)
    Abstract [sv]

    Boken presenterar och beskriver de rika möjligheter till lärande som finns i den ömsesidiga relationen mellan oss människor och de miljöer och landskap vi lever i. Författarna är samtliga besjälade av tron på att ett rikt och harmoniskt förhållande till landskapet starkt bidrar till vårt fysiska och psykiska välbefinnande. Bokens centrala teman, som bygger på estetik och känsla, är kopplingen mellan bl.a.- rumslig tillhörighet och ekologisk medvetenhet- sinnlig erfarenhet och boklig bildning- barns lekytor och motorisk utveckling- språk och landskap. I boken pläderar författarna för att det finns betydande vinster för lärande, både inom och utanför utbildningssystemet, om barn och unga tillbringar mer tid ute i landskapet. Slutsatsen är att den samhörighet med landskapet som utgör grunden för ett medvetet ekologiskt handlande, skapas genom en djup förtrogenhet med vår omgivning. Boken vänder sig till blivande och verksamma lärare samt andra personer med intresse för natur, ekologi och friluftsverksamhet.

  • 1926.
    Szczepanski, Anders
    Linköping University, Department of Culture and Communication, Arts, Crafts and Design. Linköping University, Faculty of Educational Sciences.
    Utomhusbaserat lärande och undervisning2014In: Skolans och förskolans utemiljöer: Kunskap och inspiration till stöd vid planering av barns utemiljö / [ed] Suzanne de Laval, Skolhusgruppen, Movium och Arkus , 2014, p. 25-31Chapter in book (Other academic)
    Abstract [sv]

    I artikeln hävdas att en del av undervisning och lärande bör bedrivas i natur- och kulturlandskapet utanför de traditionella »klassrumsmiljöerna« och att en växelverkan mellan inomhusmiljön och utomhusmiljön är viktig för att uppnå ett variationsrikt lärande. Detta arbetssätt kan stimulera barns och ungdomars tänkande, motivation och hälsa – genom att förhindra att pedagogiken inte stannar på tröskeln.

    Utomhuspedagogik är i ett teoretiskt perspektiv, en av de få – om inte det enda – exemplet på hur en pedagogik kan definieras med ett uttryck som anger platsen för lärandet nämligen dess Var. Utomhuspedagogikens didaktiska identitet bestäms av det faktum att den fysiska naturoch kulturmiljön tillhandahåller innehållet i lärandet. Vi vill skapa förutsättningar för lärande i samspelet mellan textbaserad praktik (boklig- och digital bildning) och icke textbaserad praktik, (sinnlig bildning via vår kroppsliga sensorik som lukt, smak, känsel etcetera) där fysisk aktivitet och rörelse kan stödja lärandet.

    En tydlig koppling till förskolans och grundskolans mål och uppdrag är centrala (Lpfö 98, reviderad 2010 och Lgr 11). Den till skolbyggnaden gränsande omedelbara utomhusmiljön måste samverka med övriga undervisningslokaler – att bygga in och bygga ut pedagogiken för ett samspel och en skolutveckling i det »utvidgade klassrummet«.

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    Utomhusbaserat lärande och undervisning
  • 1927.
    Szczepanski, Anders
    Linköping University, Department of Culture and Communication, Culture and Aesthetics. Linköping University, Faculty of Educational Sciences.
    Utomhuspedagogik: ett utbildnings- och forskningsområde under framväxt2019In: Utomhuspedagogik: Lärmiljö, närmiljö och det utvidgade klassrummet / [ed] Olof Fastén, Stockholm: Studentlitteratur AB, 2019, 1, p. 41-62Chapter in book (Other academic)
    Abstract [sv]

    Utomhuspedagogik innebär att öppna upp hela utbildningssystemetslärmiljöer genom att våga ta första steget över tröskeln i undervisningoch lärande; att låta kroppen, i mötet med landskapet, sätta tankeni rörelse för ett mera hållbart lärande genom en växelverkan mellanteori och praktik inomhus och utomhus, vilande på vetenskaplig grundoch beprövad erfarenhet; att lyfta betydelsen av att lära sig ”läsalandskap” med fokus på staden, landet och omvärlden utifrån ettutomhuspedagogiskt och didaktiskt tidsperspektiv.

    Detta kapitlet avser att ge en översiktlig bild av utomhuspedagogikför hållbar utveckling och lärande som ett utbildningsområdeunder framväxt. Vårt svenska utbildningssystem behöver ”sättasi rörelse” genom att öppna upp ”klassrummets fyra väggar” förundervisning och lärande. I fokus står en handlingsburen kroppsligbildningstradition, där den didaktiska var-frågan och landskapetsrumsliga praktik belyses utifrån ett kunskapsperspektiv vilande påvetenskaplig grund och beprövad erfarenhet i växelverkan mellanolika lärmiljöer.

  • 1928.
    Szczepanski, Anders
    Linköping University, Department of Culture and Communication, Culture and Aesthetics. Linköping University, Faculty of Educational Sciences.
    Utomhuspedagogikens möjligheter, där valet av platser för undervisning och lärande bidrar till en utvidgad lärmiljö i förskola och skola: kanske den enda pedagogiska inriktning som fokuserar på platsen utomhus och den didaktiska var-frågan i ett utbildningssammanhang2017In: Bladet, ISSN 1650-2310, Vol. 4, no 31, p. 4-6Article in journal (Other academic)
    Abstract [sv]

    I och med att plattformen Utenavet bildades för ca 10 år sedan tillvaratogs olika kunskaper och kompetenser från dels akademin (SLU- Movium, Centrum för Naturvägledning och Nationellt Centrum för Utomhuspedagogik, Linköpings universitet) och dels NGO:s (Friluftsfrämjandet, Naturskoleföreningen och Skogen i Skolan).

    Här skapades en kreativ "smältdegel" för att utveckla och påverka dagens fysiska lärmiljöer utomhus för lärande och undervisning i växelverkan mellan skolans och förskolans inomhuslokaler. Under Utenavets kunskapsresa i anslutning till fem nationella konferenser "Ute är Inne" (2007-2017) med planeringsinternat fördes intensiva diskussioner kring barn och ungas uppväxtmiljöer. Här bildades en gemensam gränsöverskridande plattform med både professionell och social öppenhet. När Utenavet nu utökats med Sveriges Hembygdsförbund och Lantbrukarnas Riksförbund (LRF) lyfts även det kulturella landskapsperspektivet, det vill säga det immateriella kulturarvet och relationen stad och land i ett hållbarhets perspektiv ( ekologiskt, ekonomiskt, socialt) avseende kostoch djurhållning, odling, skog och klimat. Härmed kan den platsbaserade kompetensen som Utenavet besitter utökas.

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    Utomhuspedagogikens möjligheter, där valet av platser för undervisning och lärande bidrar till en utvidgad lärmiljö i förskola och skola: kanske den enda pedagogiska inriktning som fokuserar på platsen utomhus och den didaktiska var-frågan i ett utbildningssammanhang
  • 1929.
    Szczepanski, Anders
    et al.
    Linköping University, Department of Culture and Communication, National Centre for Outdoor Education (NCU). Linköping University, Department of Culture and Communication, Arts, Crafts and Design. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Perspectives on place: 15 professors' perceptions of the importance of the place for learning and teaching outdoors2016In: Koncepcja zrównowazonego rozwoju: Wksztalceniu nauczycieli klas poczatkowych / [ed] Ligia Tuszynska, Warszawa: Wydamnictwo Akademii Pedagogiki Specijalnej , 2016, p. 45-66Chapter in book (Refereed)
    Abstract [en]

    The study is phenomenographic and describes 15 expert professors’ conceptions of the importance of the place for learning and teaching in an outdoor pedagogical context. Five qualitatively different categories express the outcome, namely the possibility to: discover and develop place-related propositions of sense, develop a physical, sensuous relation to various occurrences/phenomena, develop a personal relationship to the landscape, develop knowledge through familiarity and develop a wider understanding of society and environment. In a school-related context one finds conceptions with the focus on propositions of meaning and relationships to various phenomena. Here the place is also conceived as meaningful for the understanding of society, milieu and sustainable development, as also to develop knowledge through familiarity. The non-school related context one found oneself in in leisure hours during one’s childhood and youth are conceived as the basis of the development of a personal relationship to the landscape. The study points to the significance of direct authentic place-related encounters in the outdoor environment.

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    Perspectives on place: 15 professors' perceptions of the importance of the place for learning and teaching outdoors
  • 1930.
    Szczepanski, Anders
    et al.
    Linköping University, Department of Culture and Communication, Arts, Crafts and Design. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Perspektiv på plats: 15 professorers uppfattningar av platsens betydelse för lärande och undervisning utomhus2015In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 20, no 1-2, p. 127-149Article in journal (Refereed)
    Abstract [sv]

    Studien är fenomenografisk och beskriver 15 sakkunniga professorers uppfattningar av platsens betydelse för lärande och undervisning i ett utomhuspedagogiskt sammanhang. Fem kvalitativt åtskilda kategorier uttrycker utfallsrummet, nämligen möjligheter att: upptäcka och utveckla platsrelaterade meningserbjudanden, utveckla en kroppslig, sinnlig relation till olika företeelser/fenomen, utveckla en personlig landskapsrelation, utveckla förtrogenhetskunskap samt utveckla en bredare förståelse för samhälle och miljö. I ett skolrelaterat sammanhang återfinns uppfattningar med fokus på meningserbjudanden och relationen till olika fenomen. Här uppfattas även platsen som betydelsefull för förståelse av samhälle, miljö och hållbar utveckling, liksom för att utveckla förtrogenhetskunskap. Det icke skolrelaterade sammanhanget de befann sig i på fritiden under barn och ungdomsåren, uppfattas som grunden till utvecklingen av en personlig landskapsrelation. Studien pekar på betydelsen av direkta autentiska platsrelaterade möten i utomhusmiljön.

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  • 1931.
    Szczepanski, Anders
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Department of Culture and Communication, Arts, Crafts and Design. Linköping University, Faculty of Arts and Sciences.
    Dahlgren, Lars Owe
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Lärares uppfattningar av lärande och undervisning utomhus2011In: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 20, no 1, p. 21-48Article in journal (Other academic)
    Abstract [sv]

    I denna artikel redovisas lärares uppfattningar av begreppet utomhuspedagogik.Inledningsvis belyses utomhuspedagogiken utifrån ett teoretiskt perspektiv,med en översikt över tidigare forskning inom området. Denna empiriskastudie visar att begreppet är mångfacetterat med tydliga kopplingartill platsen för lärandet, objektet för och sättet att lära, men även till miljöoch hälsa. Alla respondenter anger vikten av autenticitet, det vill säga avupplevelser av fenomen i sin rätta miljö – kroppen, materien, naturen blirdirekta objekt för lärandet. Behovet av integrering av kroppsrörelse ochsinnlig erfarenhet i skolans ämnen exempelvis matematik och naturorienteringframhålls i respondenternas didaktiska exempel på lärande och undervisningutomhus.

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  • 1932.
    Szczepanski, Anders
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Department of Culture and Communication, Arts, Crafts and Design. Linköping University, Faculty of Arts and Sciences.
    Malmer, Karin
    Nelson, Nina
    Linköping University, Department of Clinical and Experimental Medicine, Pediatrics. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Center of Paediatrics and Gynaecology and Obstetrics, Department of Paediatrics in Linköping.
    Dahlgren, Lars Owe
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Utomhuspedagogikens särart och möjligheter ur ett lärarperspektiv: En interventionsstudie bland lärare i grundskolan2006In: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 16, no 4, p. 89-106Article in journal (Other academic)
    Abstract [en]

    I artikeln framförs argument för att förlägga en del av skolans undervisningi utomhusmiljö. Elevernas motivation skulle härigenomkunna öka – utomhusmiljön har i tidigare forskning visat sig hapositiva effekter på välbefinnande såväl som hälsa. I en interventionsstudiei grundskolan fick lärare i försöksgruppen pröva utomhuspedagogikunder handledning (10 halvdagar). I intervjuer efterinterventionen visade sig lärarna ha tämligen klara, om än varierandeuppfattningar av utomhuspedagogikens möjliga särart. Vidmätningar av sinnesstämningen hos lärarna i både interventionsgruppenoch jämförelsegruppen, visade sig sinnesstämningen hasjunkit under det år som förflutit mellan mätningarna. Sänkningenvar dock mindre bland lärarna i interventionsgruppen.

  • 1933.
    Szczepanski, Anders
    et al.
    Linköping University, Department of Culture and Communication, Arts, Crafts and Design. Linköping University, Faculty of Educational Sciences.
    Malmer, Karin
    Linköping University, Faculty of Health Sciences.
    Nelson, Nina
    Linköping University, Department of Molecular and Clinical Medicine, Pediatrics. Linköping University, Faculty of Health Sciences.
    Dahlgren, Lars Owe
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Utomhuspedagogikens särart och möjligheter ur ett lärarperspektiv: En interventionsstudie bland lärare i grundskolan2008In: Rapport fra konferencen: Sundere, klogere og gladere børn Udeskole – læring med hjerne, hjerte og krop / [ed] Karen Barfod, Malene Bendix, lsa Munch Carlsen, Aarhus: VIA University College , 2008, p. 27-35Conference paper (Other academic)
    Abstract [sv]

    I artikeln framförs argument för att förlägga en större delav skolans undervisning i utomhusmiljö. Elevernas motivation skulle härigenom kunna öka och utomhusmiljön har i tidigare forskning visat sig ha positiva effekter på välbefinnande såväl som hälsa. I en interventionsstudie bland lärare i grundskolan, fick lärarna i försöksgruppen pröva utomhuspedagogik under handledning. I intervjuer efter interventionen visade sig lärarna ha tämligen klara, om än varierande, uppfattningar av utomhuspedagogikens särart. Vid mätningar av sinnesstämningen hos lärarna i interventionsgruppen såväl som i en jämförelsegrupp visade sig sinnesstämningen ha sjunkit under det år som förflutit mellan mätningarna. Sänkningen var dock mindre bland lärarna i interventionsgruppen.

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  • 1934.
    Szigeti, András
    Linköping University, Department of Culture and Communication, Culture and Aesthetics. Linköping University, Faculty of Arts and Sciences.
    E pluribus unum - av många, en: Andra som agerar2018In: Perspektiv på "den andre" / [ed] Kjell O. Lejon, Carlsson Bokförlag, 2018, p. 267-280Chapter in book (Other academic)
  • 1935.
    Szigeti, András
    Linköping University, Department of Culture and Communication, Culture and Aesthetics. Linköping University, Faculty of Arts and Sciences. Ethical Theory and Moral Practice, Germany; Lund Univ, Sweden.
    Editorial 5/20182018In: Ethical Theory and Moral Practice, ISSN 1386-2820, E-ISSN 1572-8447, Vol. 21, no 5, p. 1029-1031Article in journal (Other academic)
    Abstract [en]

    n/a

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    fulltext
  • 1936.
    Szigeti, András
    Linköping University, Department of Culture and Communication, Arts and Humanities. Linköping University, Faculty of Arts and Sciences.
    Kan vi förlåta de döda?2017In: Föreställningar om döden: forskares aspekter på vår existens och dess begränsningar / [ed] Kjell O. Lejon, Stockholm: Carlsson Bokförlag, 2017, p. 258-270Chapter in book (Other academic)
  • 1937.
    Szigeti, András
    Linköping University, Department of Culture and Communication, Arts and Humanities. Linköping University, Faculty of Arts and Sciences. UiT Arctic University of Norway, Norway.
    Sentimentalism and Moral Dilemmas2015In: Dialectica, ISSN 0012-2017, E-ISSN 1746-8361, Vol. 69, no 1Article in journal (Refereed)
    Abstract [en]

    It is sometimes said that certain hard moral choices constitute tragic moral dilemmas in which no available course of action is justifiable, and so the agent is blameworthy whatever she chooses. This paper criticizes a certain approach to the debate about moral dilemmas and considers the metaethical implications of the criticisms. The approach in question has been taken by many advocates as well as opponents of moral dilemmas who believe that analysing the emotional response of the agent is the key to the debate about moral dilemmas. The metaethical position this approach is most naturally associated with is sentimentalism. Sentimentalists claim that evaluation, and in particular moral evaluation, crucially depends on human sentiment. This paper is not concerned with the question whether moral dilemmas exist, but rather with emotion-based arguments used on both sides of the debate. The first aim of the paper is to show that emotion-based arguments by friends or foes of moral dilemmas cannot garner support from sentimentalism. The second aim is to show that this constitutes a serious problem for sentimentalism.

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  • 1938.
    Szigeti, András
    Linköping University, Department of Culture and Communication, Arts and Humanities. Linköping University, Faculty of Arts and Sciences.
    Shared Agency: A Planning Theory of Acting Together2015In: Ethical Theory and Moral Practice, ISSN 1386-2820, E-ISSN 1572-8447, Vol. 18, no 5, p. 1101-1104Article, book review (Other academic)
    Abstract [en]

    n/a

  • 1939. Order onlineBuy this publication >>
    Söderblom Saarela, Ellen
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Her Story in Partonopeu de Blois: Rereading Byzantine Relations2019Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis investigates the twelfth-century Old French anonymous romance Partonopeu de Blois in relation to the Greek novel tradition and the Byzantine world. The study focuses on the erotic narrative in the romance and articulations of feminine subjectivity. If we read this text in relation to Byzantine literature, and the Greek novel tradition more generally, we could see new things in the courtly romance. Through the Byzantine relations, the romance constructs room for the female character to be a desiring subject. The two main Byzantine texts that are compared to Partonopeu de Blois are, first, Eumathios Makrembolites’ novel Hysmine and Hysminias, second, the historiographical work the Alexiad, by Anna Komnene, who was a Byzantine princess and historian. Another text of importance is Apuleius’ Cupid and Psyche-tale, found in his Latin novel Metamorphoses or The Golden Ass. Other than these mentioned texts, other ones are discussed in minor scale, such as Theodore Prodromos’ Rhodanthe and Dosikles, Achilles Tatius’ Leukippe and Kleitophon, Longus’ Daphnis and Chloe and Andreas Capellanus’ De Amore.

    The study is outlined in three analytical chapters, based on different themes: touch, gaze, and voice. In the first chapter, focus is put on erotic narratives. In the second chapter, focus is put on the inscription of a feminine desiring gaze into the rhetorical discourse. In the third chapter, focus is put on the voice, and how speaking is connected to power and desire in the narratives.

    If we consider twelfth-century Byzantine literature and the Greek novel into our reading of Partonopeu de Blois, we could see forms of feminine agency and power that remain obscure if we do not take them into account. Through this sort of fusion of literary influences, feminine subjectivity is articulated in Partonopeu de Blois, which, I demonstrate, should be seen in relation to feminine voices discernible in the Byzantine literary context as well.

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    Her Story in Partonopeu de Blois: Rereading Byzantine Relations
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  • 1940.
    Söderlund, Anna-Karin
    Linköping University, Department of Culture and Communication.
    Ekologisk konsumtion: Vanas och kunskapens makt2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    These days the environmental problems are getting more in focus and the supply of organic food is increasing in the supermarkets. More people are buying organic food than before but the majority still chooses to buy conventional food despite that they’re often positive towards the organic option. To clarify what lies behind the consumers´ shopping habits I have interviewed four informants. Two who usually buy organic food and two who usually buy conventional food. There are several reasons why the consumer chooses to buy conventional food and not the organic option. When the consumer faces several options there are different factors such as quality, health, prize and ethical aspects that matter. Their existing shopping habits, knowledge and their social identity are also factors that matter. The two ecological consumers had knowledge and interest in organic food and despite the prize difference they appreciated the extra value of it. The conventional consumer lacked knowledge of organic food and didn’t appreciate its advantages. Instead they choose to buy food after their habits and the quality of the products.

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  • 1941.
    Sörman, Linnea
    Linköping University, Department of Culture and Communication.
    ”Fought by two oppositions”: Om andebesättelse och rörelse mellan gränser i en kenyansk evangelisk församling2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The notion of witchcraft seems to grow in popularity in the contemporary Africa. While some postmodern anthropologists have interpreted the phenomenon as a critical commentary on the processes of modernization, it is likely to be able to claim more than that. The purpose of the thesis is to analyse the notion of spirit possession by the informants in a Luo dominated evangelical church in Kibera, and how it may be interpreted through certain economic, social and cultural processes. This is made by investigating the views on the home, family, gender roles, urban, rural, jealousy and prosperity. The informant’s notion of spirit possession is interpreted in the analyse as movements across the Kenyan boundaries of rural/urban, public/private and rich/poor. Spirit possession is understood as a mediator between these boundaries, and those who is found to be in between some of these oppositions tend to be most vulnerable to spirit attacks.

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    Kandidatuppsats Linnea Sörman
  • 1942.
    Tagha, Yuninui Eric
    Linköping University, Department of Culture and Communication, Centre for Applied Ethics.
    Ethics and Animal Experimentation in the Laboratory. A Critical Analysis of the Arguments for"Animal Rights"and"Animal Equality"2005Independent thesis Advanced level (degree of Magister)Student thesis
    Abstract [en]

    Growing up as a child, we had a Dog. To us, it was like a means to an end. That is, hunting other animals for food and for protection, with no special care and treatment given to this animal. Butas days passed by I began to witness a wind of change against such actions. I was made to understand that we were committing two crimes-: using the Dog as a means to an end (for hunting and for eating animals). Today almost every newspaper has something to say about the treatment of animals by humans, especially in their use as experimentation subjects. This has led to the wide spread arguments about “Animal right” and “Animal equality” Advocates of the above arguments hold that just like humans, animals too have rights and are in many ways like humans. There also exist animal right groups. Organisations and countries now have laws regulating animal used in the laboratory. If I may be permitted, I will want to say that the world is in a state of dilemma regarding animal experimentation. While some argue against it, based on the claim that these animals have no right and are not equal to humans, others argue in favour of it on claims that animals have moral rights, feel pain and suffer just like humans and should not be subjected to painful experiments. I then begin to wander how research on animals to improve human health should not be undertaken just because it is claimed that these animals have rights and are in many ways equal to humans. It is the contention of this paper to find out the extent to which animal rights and animal equality justifies the fight against animal experimentation.

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  • 1943.
    Talltorp, Åke
    Linköping University, Department of Culture and Communication, Arts and Humanities. Linköping University, Faculty of Arts and Sciences.
    Sacrament and Growth: A Study in the Sacramental Dimension of Expansion in the Life of the Local Church, as Reflected in the Theology of Roland Allen2013 (ed. 3)Book (Other academic)
    Abstract [en]

    Åke Talltorp, Sacrament and Growth, A Study in the Sacramental Dimension of Expansion in the Life of the Local Church, as Reflected in the Theology of Roland Allen. Linköping Studies in Religion and Religious Education, No 7. Linköping University Electronic Press. ISSN 1404-4269 (on-line).

    Roland Allen (1868–1947) emerged as an independent missionary strategist within the Anglican Mission to China from 1895 to 1904 and within the interdenominational World Dominion Press from 1924 to 1930. He combined a Catholic view of Anglicanism with a deliberate concern for local Christian initiatives and the spontaneous expansion of local Christina communitieswithin their own environment. Basic in the ecclesiology was his view of the Church as a network of local fellowships celebrating the Sacraments. Thus nurtured local Christian fellowships were the proper means of Evangelization. In order to implement this understanding of Mission he encouraged experiments which included a system of voluntary clergy.

    In this study Allen’s brand of Sacramental Anglicanism is explored and his functional view of the proper agents of Mission assessed.

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    Sacrament and Growth: A Study in the Sacramental Dimension of Expansion in the Life of the Local Church, as Reflected in the Theology of Roland Allen
  • 1944.
    Tengelin, Kristina
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Romantik och rationalitet i Jane Austens Sense and Sensibility: 2012Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Jane Austen, one of the most widely-read authors of the 19th century, and her at the same time thorough and humorous portraits of English society have gained massive popularity in recent years. Especially her lively depiction of life in the English countryside in the early 1800s, accompanied by an explicit satirical note, makes her novels suitable and interesting objects of literature studies. Even though her stories are deeply rooted in their own time and society, they never seem to go out of fashion. This can be explained by the fact that in many ways people today are dealing with similar problems and critical choices. 200 years later, we still need to take issues such as love, money, and status into consideration when making life-determining decisions. One of Austen’s most famous novels, Sense and Sensibility, was published in 1811 and deals with the problematic sides of this topic. The fact that we are facing similar predicaments today makes it a worthwhile novel for classroom work, as well.

     

    This essay is based on the argument that Austen promotes a balance between money and passion when it comes to choosing a spouse. A comparison between three female characters and their approach to marriage, as well as the consequences of their values and choices shows that a balance of material and emotional wealth is preferable. Finally, the essay makes didactical suggestions as to how the novel can be used in a classroom setting. This section consists of two parts: firstly, teaching of literature in general and secondly, a practical plan on how to use this particular novel when teaching English as a foreign language. 

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  • 1945.
    Tengelin, Kristina
    Linköping University, Department of Culture and Communication. Linköping University, Faculty of Arts and Sciences.
    Undervisa ord eller undervisas av ord: Om att lära ut och lära in vokabulär i engelska som främmande språk2012Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Ord utgör basen för språk och kommunikation. Utan kunskap i ett språks vokabulär begränsas möjligheterna till framgångsrik kommunikation avsevärt. Emellertid är det en ansträngande syssla och ett mycket tidskrävande arbete att lära sig nya ord. Intresset i detta arbete riktas därför mot teorier om hur man effektivast tillgodogör sig ny vokabulär i ett främmande språk. Vad ger bäst resultat: omedveten (implicit) eller medveten (explicit) inlärning? Eller finns det kanske en medelväg att gå? I anslutning till detta diskuteras lärares uppfattning av vokabulärundervisningens upplägg och framgång i skolan, samt huruvida teorierna går att applicera på verkligheten.

    Arbetets fynd är att såväl implicit som explicit vokabulärinlärning fortfarande argumenteras för och ställs mot varandra, men även att en kombination av de nämnda synsätten vuxit sig starkare. Denna kallas incidental learning och innebär avsiktlig vokabulärinlärning genom arbetsformer som fokuserar lika mycket på innehåll som form. Vidare konstateras att tillämpningen av vokabulärinlärningsteorierna i skolpraktiken är ett tämligen outforskat område, men att situationen i skolan är alltför komplex för att lärare konsekvent ska kunna tillämpa den ena eller andra teorin. Slutligen sammanfattas ett antal frågor för vidare forskning såsom hågkomst av ord på både lång och kort sikt samt relationen mellan teoretiska modeller och den faktiska tillämpningen i skolpraktiken.

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  • 1946.
    Tensetti, Jonatan
    et al.
    Linköping University, Department of Culture and Communication.
    Fagerström, Elin
    Linköping University, Department of Culture and Communication.
    Socialt könsspråk: Hur genusskillnader uppträder i klassrummet2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats ämnar undersöka vad forskningen säger om skillnaden i pojkars och flickors språk vid spädbarnsålder, skolan, och hur det kan skilja sig efter avslutad skolgång. Uppsatsen tittar närmare på vad forskningen säger om hur språket skapas, och varför, men också på tydliga maktskillnader i språkbruket.

    Vi tror att denna uppsats kan ligga till god grund inför det kommande produktionsarbetet där man kan undersöka hur man, som lärare i klassrummet, kan förändra den språkliga skillnaden mellan könen. 

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  • 1947.
    Thavle, Ganna Yang
    Linköping University, Department of Culture and Communication, Department of Social Anthropology.
    I de svagas tjänst volym 1: En studie i djurskyddsengagemang2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [sv]

    I de svagas tjänst, volym 1, är en studie i djurskyddsengagemang och syftar till att belysa något av det djurskyddare gör i sin strävan efter en djurvänligare värld. Djur, liksom människor, känner smärta och är en av den mest utsatta kategorin i vårt samhälle. Djurskyddarna har som mål att ge djuren en värdigare tillvaro och sätten att arbeta på är många. På Slaka djurhem ger man de illa medfarna djuren vård och omsorg, och när de återhämtat sig får de flytta till bra permanenta hem medan länsveterinären är bl.a. rådgivare i fråga om allvarliga problem som exempelvis vanvård och djursmitta. Djurskyddare kan även vara en privatperson som anmäler ett våldsbrott mot djur samt någon som matar fåglar i sitt närområde. Äkta engagemang har lika värde och om man bara vill är det lätt att hitta sitt sätt att vara i de svagas tjänst.

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  • 1948.
    Thellman, Sam
    Linköping University, Department of Culture and Communication. Linköping University, Faculty of Arts and Sciences.
    True Belief at the End of the Tether: the Quest for Universal Epistemic Justification2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this thesis I scavenge the history of philosophy for answers to the question ‘How are claims to knowledge justified?’. I argue that Plato’s psychological doctrine of knowledge marks the starting point of a philosophical inquiry motivated by the possibility to discover foundations of knowledge through investigating the nature of mind. At the core of this inquiry lies the hypothesis that if the psychological mechanisms that govern the capacity for knowledge acquisition is fully understood, then answers will follow about why judgements are true or false. The prospective result of the inquiry is a theory of universal epistemic justification which demarcates epistemically warranted beliefs from unwarranted beliefs.

    I suggest that there is a historically persistent case of cognitive dissonance within the epistemological enterprise — a tension between two of its central theses — which is caused by the persistence of the of the hitherto unsuccessful but ongoing quest for universal epistemic justification, and its inciting promises. The contradicting theses are those of certain justification (that one is justified in believing that p only if p is entailed by evidence) and proportional justification (that one is proportionally justified in believing that p to the extent that evidence makes p credible). I discuss the consequences of giving up one of the respective theses. I conclude that the thesis of certain justification cannot be given up unless an adequate theory of proportional justification is proposed, and that the legacy of searching for universal epistemic justification will continue unless epistemologists are able to construct one.

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  • 1949.
    Thor, Johan
    et al.
    Högskolan i Jönköping.
    Lundgren, Charlotte
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Department of Culture and Communication, Swedish Studies and Comparative Literature. Linköping University, Faculty of Arts and Sciences.
    Batalden, Paul
    The Dartmouth Institute for Health Policy and Clinical Practice, Dartmouth Medical School, Lebanon, New Hampshire, USA.
    Andersson Gäre, Boel
    Landstinget i Jönköpings län.
    Henriks, Göran
    Landstinget i Jönköpings län.
    Sjödahl, Rune
    Linköping University, Department of Clinical and Experimental Medicine, Surgery. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Centre for Surgery, Orthopaedics and Cancer Treatment, Department of Surgery UHL.
    Gabrielsson Järhult, Felicia
    Högskolan i Jönköping, Institutionen för gerontologi.
    Collaborative improvement of cancer care in southeastern Sweden – striving for better patient and population health, better care, and better professional development2012In: Sustainably improving health care: creatively linking care outcomes, system performance and professional development / [ed] Batalden, Paul and Foster, Tina, London: Radcliffe Publishing, 2012Chapter in book (Other academic)
  • 1950.
    Thorn, Johan
    Linköping University, Department of Culture and Communication.
    Om egennamns konnotation: i stort mot Russell, i smått mot Kripke2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Together with an basic assumption of the main thesis of the theory of singular direct reference, this paper formulates two original theses grounded in the Kripkean notion of proper names. Regarding the assumption of the main thesis, efforts have been made to explicitly explain its essence as a reactionary theory against the description theory of proper names, a theory mainly due to Bertrand Russells (1905) influential article "On Denoting". Grounded in Russell, outlining the fundamental idea of proper names as abbreviated or disguised definite descriptions, this paper moves forward through the critiques of Strawsons (1950) "On Referring", Donnellans (1966) "Reference and Definite Descriptions" and Kripkes (1977) "Speaker's Reference and Semantic Reference". With the historical background in place, in accordance with Salmons (1982) "Reference & Essence" the arguments against the theory of descriptions for proper names are put forward, which leads to the assumption of the mentioned main thesis. Regarding the papers more original theses, the first of these distinguishes between different kinds of proper names depending on whether or not they refer to an object capable of cognitive functioning. The main thrust of this paper is however made through the formulation of the second thesis, as it is being aimed at challenging Kripke's Millian notion of all proper names as being non-connoting. However, in contrast to this view in accordance with the view being put forward in this paper, cognition-referring proper names are connoting. Additionally, a finishing discussion is supplemented concluding descriptions of such connotations as being questions for pragmatism.

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    Om egennamns konnotation
36373839404142 1901 - 1950 of 2152
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