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  • 2601.
    Westfelt, Anneli
    Södertörn University, School of Culture and Education.
    Marknadens triumf: lärare i en nyliberal tid2018Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    An essay that investigates the basis and possible effects of certain formulations in the upper-secondary curriculum that emphasise entrepreneurial skills. Such skills are to be promoted in pupils, with the aim of their being able to start and operate businesses in the future. The purpose is to examine why the curriculum contains these formulations, whether it is possible or desirable for teachers to implement them in their instruction and what this might mean for the pupils, their education, the professional world and society as a whole. The essay is based on a discussion of the novel Yarden (“The Shipyard”) by Kristian Lundberg, which the author of this essay and a group of pupils read in autumn 2017. The exploratory aspect of the essay develops out of this story and the experience of the contrast between what is perhaps the goal and purpose of the instruction, and the writings about entrepreneurship contained in the curriculum. The result is a criticism of the neoliberal policy that created market-adapted schooling. The essay also questions the belief that we can educate people for a hypothetical future. Finally, it points to the necessity of reforms that can extract schools from the market.

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  • 2602.
    Westin, Daniel
    Södertörn University, School of Culture and Education.
    Varsågod, här är din drömman!: Bilden av ideal manlighet i Veckorevyn: en ideationell analys och kritisk diskursanalys2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to examine the ideal image of masculinity in the monthly Swedish women magazine Veckorevyn, nr.2 2016. The intention is to explore how Veckorevyn’s own policy correspond to the construction of the ideal image of masculinity. The analysed material contains three texts from the same number of copy: two texts of which explicitly refers to masculinity and one text describing the feminist-policy of the magazine. The magazines feminist-policy is about the magazines work of changing sexist attitudes towards young women.

    The essay refers to a social constructivist perspective in defining gender and language. The method used is based upon Michael Halliday’s social semiotic approach SFG, systemic functional grammar, when analysing the text material, as well as Faircloughs critical discourse analysis.

    The results of the text analysis indicate that the image of masculinity presented in the magazine is closely connected to stereotypical ideas of men as sexually confident and independent. The analysed material contains a high level of material and relational processes, constructing a concrete, predefined and less negotiable image of masculinity towards the reader. The critical discourse analysis shows a high frequency of different discourses co-existing in the texts linked to the magazines ideal reader of young women: commercial/consumer-discourse (such as advertisements), health-discourse and men-women-discourse – all of which are closely linked to desire and consumption. These desire-discourses fail to relate to the magazines own feminist-policy, describing both men and women as stereotypically linked to sexuality and desire.

    The result of the critical discourse analysis indicates that the different discourses of the magazines own anti-sexist policy co-exist and collides with a sexist and stereotypical commercial/consumer-based discourse. These results adhere to previous research of Veckorevyn by Anja Hirdman (2001). The indications contribute in defining the Veckorevyn-magazine targeted to young women as a complex, contradictive and multi-discursive platform of ideas and values. According to Litosseliti (2006:121), the presence of the magazines own feminist-policy also risks producing new forms of sexism due to the magazines contradictive and stereotypical discourses. 

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  • 2603.
    Westin, Ellinor
    Södertörn University, School of Culture and Education.
    Har hälsotidskrifter lösningen på psykisk ohälsa?: Framställningen av psykisk ohälsa i svenska hälsotidskrifter2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna uppsats är att se till hur psykisk ohälsa framställs i hälsotidskrifter. Utöver det vill denna uppsats se om det finns ett mönster kring psykisk ohälsa i media och då specifikt i Hälsa och MåBra. Denna uppsats tittade på ovanstående syfte utifrån ett femårsperspektiv detta för att lättare kunna se mönster.

    För att besvara syftet i denna studie så genomfördes en kvantitativ innehållsanalys i kombination med en diskursanalys. I denna undersökning användes bara vissa utav alla de verktyg som finns att tillgå vid en diskursanalys då detta ansågs lämpligast för studien. Analysen analyserades utifrån ett teoriramverk baserat på dagordningsteorin. Även framing och det personliga tilltalssättet användes vid analysen.

    Resultatet i denna uppsats visar på att psykisk ohälsa har en relativt liten plats i dagens hälsotidskrifter. Det har även konstaterats att ingen större förändring har skett under åren 2010- 2014. Vidare i uppsatsen så konstateras det även att texterna i det analyserade materialet har anpassats för att ge en så ”normal” bild som möjligt av psykisk ohälsa. Den psykiska ohälsan som tas upp i de analyserade hälsotidskrifterna är väldigt neutralt och lågmäld. Slutligen så konstateras det i att medierna delar i tidskrifterna med sig av noga valt material och majoriteten av texterna säger sig ha en lösning på psykisk ohälsa vilket förstärker bilden av att det bara är den ”normala” psykiska ohälsan som får utrymme i hälsotidskrifterna MåBra och Hälsa under perioden 2010-2014.

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  • 2604.
    Wiberg, Annike
    Södertörn University, School of Culture and Education.
    Jag vill! Jag törs! Jag kan!: En essä om pedagogers bemötande och gränssättning i förskolan2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My essay is an attempt to describe how complicated it can be to follow the rules and maintain boundaries without obstructing the children in their creative development. The aim is to highlight my approach and emphasize the importance of growing up in a kindergarten with standards and values which may not always coincide with their own opinion.

    I begin my essay with two stories about Emil five years, defying the rule of not climb up the climbing frame roof and Emma for three years, who are keen to spin on the swing, but followour rule and refrain. I wonder what it is that drives some kids to go against the rules and stretch the limits while others do not have any problem doing that we decided? I also tell about the time I as a newly-qualified nanny was rebuked by a colleague when I acted "recklessly". I would handle the situation differently today? In the last story, I praise a child for being "mischievous", which makes me proud. Can a "mischievous" child also experienced positive? Another issue that is relevant to my dilemma is if we educators must always be consistent or is it arbitrary to make exceptions?

    To understand my dilemma, I have used a phenomenological method, which means that I, along with the preschool curriculum, relevant literature and personal experience can understand my thoughts and actions from multiple perspectives. That way, I have gained a greater understanding of how crucial preschool standards and my response is for the children's development and self-reliance. Both in terms of rules and boundaries. Being a responsive educator with the ability to take the children's perspective makes it easier to convey a message without violating someone's privacy.

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    Jag vill.pdf
  • 2605.
    Wiberg, Jenny
    Södertörn University, School of Culture and Education.
    Vänner eller fiender?: En språkvetenskaplig studie av en idéburen organisations positionering genom pressmeddelanden2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper presents a linguistic study of a number of press releases issued by the organization Djurens Rätt. The study aims to examine in which way Djurens Rätt positions itself among other participants being described in their press releases. Djurens Rätt is a non-profit organization based on an ideological idea, which makes it an interesting target for investigating their approach towards other societal opera-tors in their press releases. The study is theoretically and methodologically mainly based on Halliday’s functional grammar, focusing on the ideational and experiential part of language use. In addition to these perspectives, positioning as a concept and Greimas’ actantial model are also essential to the study. The results show that Djurens Rätt uses several other societal operators in order to position themselves in the analyzed press releases. The organization appears to represent the animals in an objective and impartial way, for instance by refraining emotional expressions, occasionally describing the animals in statistical terms and mostly focusing on their opponent’s actions instead of the opponents themselves.

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  • 2606.
    Wiberg, Sofia
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge. KTH.
    Förskjutningar som forskningsmetod för att sätta praktiken i ett reflekterande ljus2019In: Att utforska praktisk kunskap: undersökande, prövande och avtäckande metoder / [ed] Martin Gunnarson, Huddinge: Södertörns högskola, 2019, p. 89-111Chapter in book (Other academic)
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    Förskjutningar som forskningsmetod för att sätta praktiken i ett reflekterande ljus
  • 2607.
    Widell, Oskar
    Södertörn University, School of Culture and Education.
    Att uppenbara naturen: En läsning av Cézannes tvivel2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In what is usually referred as Merleau-Ponty´s ”early philosophy” the concept of the primordial is of major significance in relation to his ambition to ground the philosophical reflection in human embodiment. The concept plays a key role in his understanding of the paradoxical nature of perception and thus in Merleau-Ponty's endeavor to overcome both the idealist and the realist conceptions of reality. The concept is also of great importance in the essay Cézannes Doubt, which Merleau-Ponty wrote during the same period he was working on Phenomenology of Perception. According to most interpreters this essay mirrors his early philosophy, and above all the phenomenological way of doing philosophy. In the essay Merleau-Ponty suggests that the essential importance of Cézanne's paintings lies in their ability to capture the world at a primordial level. Merleau-Ponty's interpretation has also been subjected to critique from Véronique M. Fóti and Michel Haar. A common characteristic of their critique is that it questions the relationship that Merleau-Ponty seeks to establish between a primordial experience of perception and Cézanne's paintings. From both Haar's and Fóti's point of view Merleau-Ponty's analysis is inadequate because he does not sufficiently take the autonomy of the painterly expression into consideration. This critique reflects a broader critique that has been launched against Merleau-Ponty's early philosophy which considers his understanding of the impact of culture and language as naïve in his use of concepts like primordial. Consequently, the critique raises the question how the concept of the primordial really is to be understood? A point of departure for understanding this concept lies in the paradox of perception, that is: the impossibility to conceive of a thing in itself since the existence of the perceived thing always presuppose a subject that perceives. This paradox can also be understood as a paradox between nature and human beings since natures path to disclosure goes through human expression

    Accordingly, the aim of this essay is to explore how one is to conceive of Merleau-Ponty's interpretation of Cézanne's paintings as the expression of a primordial experience of perception in the essay Cézanne's Doubt. This will be done against the background of his early philosophy as expressed in The Structure of Behavior and Phenomenology of Perception and take as it departure how the concept of the primordial is related to the paradox between human beings and nature.  

     

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  • 2608.
    Wiklund, Alexis
    Södertörn University, School of Culture and Education.
    The Male Gaze som retorisktverktyg: En utredande litteraturstudie över hur the Male Gaze kan användas inom retorikvetenskapen2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The thought behind this bachelor essay regarding gender and rhetorical feminist criticism developed years ago out of the fact that I read just a little too many dirty chick lit-pockets as a teen. Those chick lit-pockets were my first introduction to sex, to gender roles, to how men and women react and are supposed to react to each other and, in some sense, even to feminism. Those chick lit-pockets, later turning into hardcore Harlequin-books, became my benchmark when I started to contemplate the fact that this is a man’s world, produced and reproduced by a male gaze which influences everything from sex, porn, advertising, gender roles, jobs and payment to dirty pockets for teenage girls.

    The essays aims to show how the male gaze-phenomenon could be to use for the rhetoric discipline: first combined with other rhetorical theories as a way to analyze and understand gender and objectification. The main question asked; How to put the male gaze on a rhetorical leash? This bachelor essay consists of a qualitative literature study focusing on four articles and one book in which five different male gaze-perspective appears. Every article presented will be followed by an explicative chapter in which the articles, specific male gaze- perspective will be combined with relevant rhetorical theories and applied to pop cultural example cases in order to demonstrate its academic potential.

    The conclusion of this essay establishes that the rhetorical discipline indeed could have great use of the male gaze-perspective while analyzing different kinds of artifacts, if combined with different kinds of methods. It confirms that it is possible to put the male gaze on a rhetorical leash and explains five specific ways to do so.

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    The male gaze som retoriskt verktyg
  • 2609.
    Wiklund, Jessica
    Södertörn University, School of Culture and Education.
    Antigone: den oerkända sorgens skuggfigur2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den kamp som står central för Antigone i dramat med samma namn, är vikten av begravningen. Här har jag visat hur ett skifte i sorgpraktiker stod i relation till politiska reformer som pågick under övergången till det klassiska Grekland. Hur Antigone är en berättelse som tar upp och bearbetar konflikter som uppstår i denna kulturs övergång från en sedlig och familje-orienterad kultur till en stats-styrd och moraliskt orienterad kultur. Det introducerades en ekonomi av ersättbarhet, som ville tona ner det unika i individen för att statsmakten skulle växa sig starkare och tona ner konflikter av hämnd. Jag har även visat hur vissa tidigare läsningar och tolkningar av Antigone haft en tendens att fascineras av den självklarhet med vilken hon går mot sin egna undergång. Hur hennes död framstår som något vackert och skönt, i vart fall hos Jaques Lacan. Här har jag föreslagit en alternativ läsning där Antigones död egentligen kan ses som en reaktion på en oerkänd och felriktad sorgprocess. Det är inte då längre något upphöjt utan snarare visar det oss något djupt olyckligt i bristen på rättigheter och erkännande. Att Antigone tar sitt liv - vilket i sig genererar en kedja av tragiska händelser - kan få sin förklaring i att hon drabbats av melankoli. Melankolin kommer av att hon av staten och sin morbror, inte fick tillgång att leva ut sin sorg eller ens erkännas sin sorg på riktigt vis. Melankolin har jag lokaliserat med stöd av Sigmund Freuds beskrivning. Jag har även med hjälp av Judith Butler visat att värdet av liv regleras genom olika värdesystem och normer för uppfattande och erkännande. Att dessa normer och erkännanden även hänger tätt i hop med ett livs sörjbarhet när det går förlorat. Med stöd av Tina Chanter har jag även poängterat att Antigone många gånger använts som ett verktyg för protest, då dramat belyser just detta med värdesystem. Att stå utan ett erkännande, att bli förvisad till en plats i marginalen frammanar även en position av social död. 

    Vad det är som gör att Antigone så idogt strävar efter detta att få begrava sin broder och vad denna begravning representerar mer än endast en begravning, hänger samman med just ett behov av erkännande. Att vara människa är bland annat att vara i relation, att vara ett subjekt och att ha ett språk. Att förnekas detta, att stå med ett uteblivet erkännande av relationer där förlusten av det man saknar varken får en medveten eller given uttalad plats, kan skapa ett tillstånd av melankoli. När Antigone protesterar mot Kreons dikret står hon upp för rätten att sörja. 

    Melankoli uppstår där en sorg inte blivit medvetandegjord och jaget därmed inte klarar att sörja. Melankoli gröper ur jaget, känslan av meningsfullhet förloras, den kan driva en mot sin egna upplösning.

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  • 2610.
    Wiklund, Jessica
    Södertörn University, School of Culture and Education.
    Museibesökare i konstnärens närvaro: Performativitet och det ritualiserande i Marina Abramović verk The Artist is Present.2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this essay I analyze the performative aspects relating to Marina Abramović's The Artist Is Present, which took place in spring 2010 at MoMA in New York, from the context of the artist and work, institution and documentation. In this performance work, for the duration of the exhibition, Abramović sits completely still opposite another chair where anyone from the audience may sit. The art arises through this participation. The audience are not only viewers, but also the observed, thus becoming part of the work and the negotiation of this exchange of living gazes. The performative pervades this work on multiple levels. The Artist Is Present reached a surprisingly large public, of over 500,000 visitors and continues to circulate in the form of blogs, documentary film and photography long after the exhibition duration.

    In order to conduct a performative analysis of The Artist Is Present I apply the theories of Peggy Phelan, regarding the relationships between the political and representative visibility in contemporary culture. Phelan's explanation of the unmarked field reveals the importance of the 'other' to see oneself. This is especially relevant in Abramović's performance which challenges and revolves around self reflection in the other. Phelan's theories are also pertinent in analyzing what Abramović as the performer and her work create for re-negotiations around positions and the gaze. The assertions of Carol Duncan in considering the Art Museum as a place of ritual are applied to the ritualistic context of The Artist Is Present, which may well build up a form of liminality. Duncan's claims of the museum as ritual in combination with Phelan's theories provide interesting grounds to further investigate the effect and eventual mythology of the performance work and artist.

    How do these contexts of institution, documentation, artist and art, which I propose contribute to a kind of myth creation, operate in a ritualized performance art work? This essay analyses these contexts together in order to find a connection between the performative aspects and the effect that they have on the viewer and receiver, which have contributed to the public success of this exhibition. Despite that we now live in an era of reproduction, perhaps the wishes of our era still revolve around a cult value? That even in this post industrial age of reproduction, new needs are recreated for mythology and cult? Or can it be that the reverse is true, that the rites and symbols speak to us before the mythology has fully arisen?

     

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    Muséebesökaren i konstnärens närvaro
  • 2611.
    Winther Olsson, Tine
    Södertörn University, School of Culture and Education.
    Livets berättelser: En reflekterande undersökning om berättelsens roll i coachens praktiska kunskapsutövande2015Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    In this scientific essay I have let my thoughts on life stories, meet writers, philosophers, psychologists and literary scholars, on the story of power in the life of the individual and thecreation of identity. What stories do I tell others, and how do they affect the stories view ofmyself? In this essay, I give an example of my work with individuals, using traditional stories, as fairy tales, myths and legends, to create a meaningful framework in an otherwise disordered existence. I pay attention to the fact that many are seeking solutions outside themselves, on what previously was seen as a questioning of life. With the assistance of research which have studied the conditions of my own profession and seen from my ownlistening of conversations with individuals seeking aid in situations where I am strongly influenced by performance management. How is my approach to the subject of the internal and external factors in my profession as a coach? By including assumed a conversation with a young woman, I have examined my attitude to what she tells me.

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  • 2612.
    Winther, Tine
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Men vad är det du gör?: Om arbetet med unga i svåra livssituationer med fokus på livsberättelsen.2017Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Title of this master thesis is “But what are you doing? Working with young people in difficult life situations focusing on the life stories.” Through practical knowledge theory, I will try to find ways to depict knowledge that cannot be fully explained in models or methods. I want to highlight what my career is about. I'm not a social worker, I'm not a therapist, a bit of an behaviourist, but without an exam. I do this by showing how I work with the individual's life stories, helping young people in vulnerable life situations to gain an understanding of their skills, abilities and interests. I have a narrative starting point in my work. By this I mean that through my conversations with young adults and their networks, are interested in how people use and relate to their life stories. I have also given some examples of how I use fictional stories like as a mask, to help the individual reflect on their own life situation. Through conversations with young adults and professional partners I have tried to show how I work for the individual to own his own process.

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  • 2613.
    Wirtén, E. H.
    et al.
    Linköping University.
    Dahlin, Johanna
    Södertörn University, School of Culture and Education, History and Theory of Art. Linköping University.
    Meese, J.
    University of Technology, Sydney, Australia.
    Wagrell, K.
    Linköping University.
    Culture Unbound vol. 10 Editorial2018In: Culture Unbound. Journal of Current Cultural Research, ISSN 2000-1525, E-ISSN 2000-1525, Vol. 10, no 1, p. 1-3Article in journal (Refereed)
  • 2614.
    Wirtén, E. H.
    et al.
    Linköping University.
    Meese, J.
    University of Technology Sydney, Australia.
    Dahlin, Johanna
    Södertörn University, School of Culture and Education, History and Theory of Art. Linköping University.
    Olsson, J.
    Linköping University.
    Culture unbound Vol. 11 Editorial2019In: Culture Unbound. Journal of Current Cultural Research, ISSN 2000-1525, E-ISSN 2000-1525, Vol. 11, no 1, p. i-iiArticle in journal (Other (popular science, discussion, etc.))
  • 2615.
    Wistedt, Fredrika
    Södertörn University, School of Culture and Education, Rhetoric.
    Skrattet i sprickorna: En retorisk studie av hur enthymem skapas i doxa2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Kent Wisti is a new phenomenon who is successful in social media with his satire drawings. With a softly approach Wisti is questioning the opinions and reactions to current events. The aim of the research is to examine ways and means Wisti uses to form opinions. Today it is difficult to debate about sensitive topics because of the fear of not being considered politically correct, a racist or tied to the opinions that we do not want to be associated with. By examining the topos used and how Wisti speaks about racism and immigration I can thereby discern how Wisti creates enthymem. Therefore I examine the question: How is enthymem created in Kent Wistis drawings? This, in turn, I examine by studying how different topos are used to create enthymem. The research is based on Maria Wolrath Söderbergs method for topos, where I stake on the concepts of points for discussion, bases for discussion and operations for discussion to thereby examine how enthymem are created. The results clearly show that Wisti leaves much implicitly requiring the reader to become a co-creator of enthymem and hence their own convictions. This demands that the readers are well informed of the topics and have similar thought patterns to Wisti in order to fully understand the message. Wisti argues against including prejudices and racism through flaws in various doxa. There are contradictions between what we say and what we do, or between which we want to be and who we are. Doxa is simply something that binds together our decisions and actions with our thinking and reasoning. If these elements do not match, a persons overall impression ruptures.  

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    Fredrika Wistedt
  • 2616.
    Witt Ljungberg, Olle
    Södertörn University, School of Culture and Education.
    Nietzsches Dubbla Sanningsbegrepp: För ett tvetydigt sanningsbegrepp hos Friedrich Nietzsche2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis aims to investigate what Nietzsche says about the concept of truth in several of his works. The works of Nietzsche that will be object to this investigation are On Truth and Lies in a extramoral sense, The Gay Science as well as Beyond Good and Evil. In this thesis I argue, with support from Maudemarie Clark’s book Nietzsche on Truth and Philosophy, that Nietzsches idea of truth best coincides with the correspondence theory of truth. The thesis comes to the conclusion that Nietzsche’s use of the concept of truth varies between truth as illusion, and truth as something like “the object in itself”. The purpose of the thesis is not only to investigate Nietzsches conception of truth, but to formulate an understanding of Nietzsches concept of truth as something with double meaning. On the one hand truth in universality, as it exists as conceptuality. On the other, truth in particularity, as it exists independent of mankind. Finally, I will investigate if it is possible for the individual to fully reach, or atleast come close to, this second meaning of truth.

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    Nietzsche's dubbla sanningsbegrepp
  • 2617.
    Witt-Brattström, Ebba
    Södertörn University, School of Culture and Education, Comparative Literature.
    Stå i bredd: 70-talets kvinnor, män och litteratur2014Book (Other academic)
  • 2618.
    Wojahn, Daniel
    Södertörn University, School of Culture and Education, Swedish Language.
    De personliga pronomenens makt: En studie av hur pronomen styr våra föreställningar om personer2013In: Svenskans beskrivning 32: Förhandlingar vid trettioandra sammankomsten för svenskans beskrivning, Karlstad den 13-14 oktober 2011 / [ed] Björn Bihl, Peter Andersson & Lena Lötmarker, Karlstad: Institutionen för språk, litteratur och interkultur, Karlstads universitet , 2013, p. 356-367Conference paper (Refereed)
  • 2619.
    Wojahn, Daniel
    Södertörn University, School of Culture and Education, Swedish Language. Uppsala universitet, Institutionen för nordiska språk.
    Språkaktivism: Diskussioner om feministiska språkförändringar i Sverige från 1960-talet till 20152015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this thesis is to analyze discussions on feminist language change focusing on the period 1960–2015. The data comprises discussions from three different contexts: feminist communities, public forums for discussion on the internet and official language organizations.

    The analyzed data from the feminist communities consists of a range of different sources of text, for example newspapers, magazines, novels from the women’s movement, lesbian poetry, queer and trans*activist blogs, biographies, comics and plays, to name but a few. In addition to this two focus group discussions were conducted with five teenaged and five adult activists, each with a queer and/or trans*activist background. The data for the analyses of the discussions in public internet forums consists of 1 865 negative reactions to feminists’ language interventions. For the analyses of the reactions from the official language organizations, data was culled from 16 handbooks with language recommendations from the Language Council of Sweden and the Swedish Academy.

    My central research interest is how the actors in these three contexts understand and describe the relation between language and gender, and between strategic language change and changes in the social, non-linguistic world. Furthermore I investigate in which forms of gender-related discrimination the language changes are supposed to intervene. I adopt a critical discourse analytic and interdisciplinary approach that combines linguistic theories and methods with those from Gender Studies.

    The results show that Swedish language activists from the 1960s to the 1990s focused on linguistic interventions aimed at challenging patriarchal norms. In the 1980s homosexual activists, especially lesbian activists, began to intervene in heteronormative concepts. Until around the middle of the 1990s feminists acted from a binary concept of gender. From then on, queer and trans*activists have tried to challenge the idea of two, stable and natural gender categories. Language activists have seen language as performative and a tool for constructing reality. Even those who react negatively in forums on the internet to feminist language change assume that language has performative effects on the conceptualization of gender. The official language organizations, on the other hand, describe language in their recommendations mostly as something unpolitical that reflects rather than constructs society.

  • 2620.
    Wojahn, Daniel
    Södertörn University, School of Culture and Education, Swedish Language.
    Språkaktivism, språkvård och språksyn: Respons till Olle Josephson samt Maria Bylin, Lena Lind Palicki & Susanna Karlsson2015In: Språk & Stil, ISSN 1101-1165, Vol. 25, p. 194-201Article in journal (Refereed)
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  • 2621.
    Wojahn, Daniel
    et al.
    Södertörn University, School of Culture and Education, Swedish Language.
    Seiler Brylla, Charlotta
    Stockholms universitet.
    Westberg, Gustav
    Södertörn University, School of Culture and Education, Swedish Language.
    Förord2018In: Kritiska text- och diskursstudier / [ed] Daniel Wojahn, Charlotta Seiler Brylla, Gustav Westberg, Huddinge: Södertörns högskola , 2018, p. 5-7Chapter in book (Other academic)
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    Förord
  • 2622.
    Wojahn, Daniel
    et al.
    Södertörn University, School of Culture and Education, Swedish Language.
    Seiler Brylla, CharlottaWestberg, GustavSödertörn University, School of Culture and Education, Swedish Language.
    Kritiska text- och diskursstudier2018Collection (editor) (Refereed)
    Abstract [sv]

    Hur kan kritik förstås i ett språkvetenskapligt sammanhang? Vad innebär det att inta en kritisk forskarposition som språkvetare? Vad kan man som text- och diskursanalytiker rikta sin kritik mot?

    Denna antologi tar ett samlat och bredare grepp om konceptet kritik inom språkvetenskaplig text- och diskursanalys med ett särskilt fokus på en svenskspråkig kontext. Boken innehåller såväl teoretiska diskussioner av kritikbegreppet som kritiska empiriska analyser. De teoretiska diskussionerna tar sig an kritikbegreppets innebörd, dess historia och vetenskapliga implikationer. Här bidrar bokens artiklar också med teoretiska utvecklingar av kritikbegreppet i relation till exempelvis genre, motdiskurser, tystnad och frånvaro. I de empiriska bidragen analyseras sociala och samhällsrelevanta fenomen såsom feminism, nyliberalism, rasism och propaganda utifrån kritiska perspektiv. De empiriska analyserna bygger på vitt skilda skriftspråkliga såväl som multimodala material. Bland annat presenteras kritiska analyser av nationella prov för gymnasiet, reklam för banker, IKEA-kataloger, vårdprogram för ätstörningar och synen på samiska barns språkundervisning. Boken ger en samlad bild av aktuell kritisk text- och diskursanalytisk forskning och avser även att bidra till den teoretiska utvecklingen av fältet.

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    Kritiska text- och diskursstudier
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  • 2623.
    Wolmer, Thérèse
    Södertörn University, School of Culture and Education.
    ”Det offentligt sköna?”: Om inköp av och praktik kring offentlig konst i fyra kommuner i Stockholms län 2009-20112012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study examines the purchases of public art in four municipalities (Botkyrka, Haninge, Järfälla and Solna) in Stockholm County during the years 2009-2011. The objective of the study was to compare the municipalities' procurement and raise questions on the practice and position of public in these municipalities. The objective was also to compare these results with contemporary art debates on how public art can be understood today. This essay also gives a short introduction and history to the “one percent rule” and how it has been used, particularly in Stockholm County. The study includes a total of 199 pieces of art from these four municipalities purchased under 2009-2011. The purchased works of art consists of everything from textile collages, graphic art like lithography and bronze sculptures to art containing "human activity". The results of this study showed that these municipalities mainly bought more traditional art in the form of paintings and lithography, than “solid” art like sculptures. Only one of the municipalities had invested in art that reminded of the type of art that is discussed in today’s press.

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  • 2624.
    Wolrath Söderberg, Maria
    Södertörn University, School of Culture and Education, Rhetoric.
    Att göra tänkandet synligt med topisk analys2019In: Att utforska praktisk kunskap: undersökande, prövande och avtäckande metoder / [ed] Martin Gunnarson, Huddinge: Södertörns högskola, 2019, p. 159-193Chapter in book (Other academic)
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    Att göra tänkandet synligt med topisk analys
  • 2625.
    Wolrath Söderberg, Maria
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Kritisk självreflektion i komplexa frågor: Att hjälpa studenterna att ta makten över sitt tänkande2017In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, no 2, p. 77-90Article in journal (Refereed)
  • 2626.
    Wolrath Söderberg, Maria
    et al.
    Södertörn University, School of Culture and Education, Rhetoric.
    Wormbs, Nina
    KTH.
    Grounded: Beyond flygskam2019Report (Other academic)
    Abstract [en]

    Flygskam. This Swedish word translates as “flight shame” and has spread across the world. The term refers to feeling guilt over the environmental effects of flying and is symbolic to a movement in which an increasing amount of Swedes are choosing not to fly. Yet, a reduction in flying is a challenge to the liberal idea of free movement. This case study focuses on Sweden, and a self-selected group among Swedes. But it is still of interest to a wider European audience since the word and phenomenom flygskam has spread to other countries. With this report we hope to move beyond the simple dichotomy for and against flying and instead focus on what we can deduce in terms of policy implications from those who voluntarily choose to stop flying because of climate change. The study also reflects on the challenges and possibilities of European policy in relation to flying.

    The most commonly mentioned reason to change behaviour was knowledge and insight. This insight occurs not just with the accumulation of knowledge, but in connection to a realisation of the problem’s urgency. This realisation can in turn come from personal experience of climate change and is often related to strong feelings and fear.

    Respondents also stressed the importance of conscience and their ambition to be consistent. This idea of justice is not only in relation to others, but also to future generations.

  • 2627.
    Wolrath-Söderberg, Maria
    Södertörn University, School of Culture and Education, Rhetoric.
    Aristoteles retoriska toposlära: En verktygsrepertoar för fronesis2017 (ed. 1)Book (Refereed)
    Abstract [sv]

    Man skulle kunna tro att Aristoteles Retoriken är en talarlära i den mening som vi senare möter hos till exempel Cicero, men den är i själva verket en omfångsrik och närmast listbetonad samling topos. Topos är ett omtvistat begrepp, och det gäller särskilt Aristoteles toposbegrepp som Maria Wolrath Söderberg visar i den här boken. I korthet kan topos ses som kollektivt utvecklade diskursiva vanor inom olika verksamheter. Dessa vanor kan man fånga, beskriva som prototypargument och återanvända som argumentativa verktyg i nya situationer.

    Boken består av sju essäer som på olika vis försöker förstå vad Aristoteles toposlära är, hur den fungerar och vad man kan göra med den. Essäerna tar alla på ett eller annat vis sin utgångspunkt i ett särskilt perspektiv – nämligen att Aristoteles toposlära kan förstås som en verktygsrepertoar för handlingsklokhet – eller vad Aristoteles kallade fronesis.

    Maria Wolrath Söderberg är fil. dr i retorik och lektor vid Södertörns högskola. Hon har i sin forskning fokuserat på relationen mellan språk, kunskap och lärande och specifikt på toposläran som också stod i centrum för hennes avhandling Topos som meningsskapare – retorikens topiska perspektiv på tänkande och lärande genom argumentation.

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    Aristoteles retoriska toposlära: En verktygsrepertoar för fronesis
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  • 2628.
    Wolrath-Söderberg, Maria
    Södertörn University, School of Culture and Education.
    Projektpresentation: Topiskt lärande2006In: Rhetorica Scandinavica, ISSN 1397-0534, no 38, p. 72-81Article in journal (Other academic)
  • 2629.
    Wong, Cindy
    Södertörn University, School of Culture and Education, Teacher Education.
    Betydelsen av interkulturell kompetens: En undersökning om lärarens reflektion kring elever med ett annat kulturellt påbrå inom skolor i Hong Kong2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this thesis is to investigate seven teachers’ reflections about students with other cultural backgrounds in Hong Kong, which importance does intercultural competence have and what effect does the Hong Kong school system make. Therefore, I went to Hong Kong and spent two weeks there to search the answer to my questions. I visited two schools in Hong Kong and did seven interviews. Through the interview, it appeared that the teachers were less intercultural competent and thus felt difficulties and concerns about when meeting students with other cultural backgrounds.

    The teachers though that the cause that the students with other cultural backgrounds could not catch up with the language skills and the development on school subject, which they mean, could be because of their cultural backgrounds and parents.

    In this thesis were I discuss about teachers reflection through theory about intercultural competence, earlier research’s and studies about for example teachers in Hong Kong

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    Betydelsen av interkulturell kompetens
  • 2630.
    Wretman, Åsa
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Att "bara" få leka: En vetenskaplig essä om barns fria lek i naturen2019Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    The name of this essay is “’Just’ go play – A scientific essay of children’s free play in nature”. Its purpose is to investigate what happens to us educators, and what we can see in children’s free play in nature, when we adopt a more observing and inquiring attitude and when the children steer their own play. The background to my interest in this is that I have been reflecting over the fact that my team organizes many activities, organized by us educators, and that I have a feeling that I am missing something in the children’s play and learning. My starting point consists of three essays, where I first depict two activities, organized by educators, and after that a situation where I follow and participate in the children’s play on their terms. Based on this I ask the following questions: Which learning and what experiences can we observe in the children’s free play in nature, by interpreting their actions, when us educators take a more flexible approach? What practical knowledge does an educator, who encourages free play, need? What abilities need to be strengthened, unlike an educator who is focused on the measurable, or what can be shown outwardly to others? Except reflecting over my experiences I have used participant observation of the child group. I was was filming the child group while playing, and taking notes on conversations between us educators. During the process, I decided to also let my colleagues film. My theoretical approaches are the theory of practical knowledge and theory of play, and my study has the form of an essay. I reached the conclusion, that we discovered new things in the children’s play; that the play went more harmonically, when we didn’t take the lead, and that us educators got calmer and more concentrated. The practical knowledge which us educators need is a responsive attitude towards children’s play, and a gaze which not only sees what’s apparent, but also perceives that which is not immediately obvious.

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  • 2631.
    Wächter, Jon
    Södertörn University, School of Culture and Education.
    Ibland måste jag också få vara lite drama: En genreanalys av Svenska Hollywoodfruar2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Svenska Hollywoodfruar är en av Sveriges mest populära reality-serier. Serien följer de svenska Hollywoodfruarna och ger en inblick i deras glamourösa lyxlivsvardag men hur porträtteras egentligen kvinnorna som karaktärer med avseende på deras femininet? För det är just de svenska Hollywoodfruarna som skall porträtteras. Snarare än deras vardag är det framförallt fruarna som personer i rollen som hemmafru, f.d. hemmafru eller helt enkelt som kvinna som skall avspeglas i serien. Vidare undersöker jag handlingen i Svenska Hollywoodfruar skildras med avseende på genrens anspråk på realism? Och hur har serien förändrats från första till senaste säsongen? Dessa är frågor jag ämnar besvara genom att göra en genre analys av valda avsnitt av den första och senaste säsongen av Svenska Hollywoodfruar. Till min hjälp för att göra denna analys har jag i huvudsak använt mig av två teoretiska inriktningar: postfeminism (för att undersöka karaktärer och musik) samt diverse teorier om realism (för att undersöka handling samt kamera). Jag har även studerat tidigare forskningsartiklar som berör kvinnor och television, främst med koppling till den amerikanska versionen av Svenska Hollywoodfruar vid namn Real Housewives. Jag har även valt att inkludera en avhandling som berör ett historiskt perspektiv på kvinnors förhållande till televisionen i Sverige. Resultatet pekar på att Svenska Hollywoodfruar främst uppnår vardagsrealism genom att skala bort såpoperaelementen ur dokusåpaformatet såsom melodramatiska situationer. I den senaste säsongen kan man dock se tecken på att detta håller på att förändras då det hälften av handlingarna i avsnittet tycks framprovocerade av producenterna. Slutligen kan man konstatera att kvinnorna visar drag av postfeministisk ideologi i såväl första som senaste säsongen.

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  • 2632.
    Wästeby, Sara
    Södertörn University, School of Culture and Education, Education.
    Förskollärares reflektioner om arbetet för hållbar utveckling i förskolan: utifrån det miljömässiga, sociala och ekonomiska området2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study was to clarify and deepen knowledge about teaching for sustainable development in preschool. This was done by examining the working methods used and the factors that influence which of the three areas of sustainable development are highlighted in the teaching, and whether these sub-disciplines are given equal attention. The five respondents selected are all professional preschool teachers in private and municipal preschools without eco-certification. Data were collected using qualitative interviews wich were transcribed and analyzed according to thematic analysis. Furthermore, the results were analyzed and interpreted on the basis of sustainable development's three areas of economic, environmentally and socially sustainable development and also the respondents views on teaching for sustainable development. The results were also analyzed and interpreted using Davis’s (2010) view of children's agency for sustainable development. The result shows that the environmental area gets the most attention in the respondents' reflections in the study, closely followed by the social area. Furthermore, the results show that the methods used in the work for sustainable development in preschool are mainly to use digital aids and new technologies, role-plays, discussions, literature, recycling, source sorting, reuse and being in nature. The view of children's agency in the work for sustainable development varied between respondents and between different areas, but the children's interest was shown in the study to have a major impact on which area was highlighted. Other influencing factors were the influence of management as well as the educators own interest and knowledge.

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  • 2633.
    Wåghäll Nivre, Elisabeth
    Södertörn University, School of Culture and Education, Rhetoric. Stockohlms universitet.
    Att skriva ett liv: Drottning Kristina som litterär och historisk figur2013In: Bilder av Kristina: Drottning av Sverige – Drottning i Rom = Images of Christina, Queen of Sweden - queen in Rome / [ed] Sandin, Per, Stockholm: Livrustkammaren , 2013, p. 247-262Chapter in book (Other academic)
  • 2634.
    Yazidi Svedlund, Miriam
    Södertörn University, School of Culture and Education.
    Svenska för utanförskap?: En intervjustudie med åtta före detta SVA-elever om rollen "andraspråkselev" i behov av särskild undervisning2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In 1995, Swedish as a secondary language was formally established as an independent subject within the Swedish schooling system. The subject is meant to promote the progression of multilinguals within the Swedish language, but it is shown that there is some insecurity on how to organize and carry out the task. This insecurity is something that has caught my interest and sat the basis of this study. 

    I have through out this study used a qualitative approach combined with the use of a semistructured interview technique. These interviews were analysed using a theoretical framework including social constructivism, social categorization and ethnical identity.

    The purpose of this study is to examine how eight former student of Swedish as a secondary language, born or since early age brought up in Sweden, relates themselves to the role of a student of a secondary language in need of special education. The following questions where raised: How do the participants relates themselves to the role of a student of a secondary language in need of special education? How are the participants positioned, by themselves and others, found in their own narrative? How did the role of a student of a secondary language influence the participants motivation, accomplishments and self-perception through their schooling?

    The participant gave a consistent view that it was not their actual language skills, but rather the fact of being bilingual, that was the basis of them being picked to attend Swedish as a secondary language classes. There was also a wast dissatisfaction regarding the role, which affected their motivation, performance and self-perception through out schooling.

     

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  • 2635.
    Yurchuk, Yuliya
    Södertörn University, Centre for Baltic and East European Studies (CBEES). Södertörn University, School of Culture and Education, Media and Communication Studies.
    Global Symbols and Local Meanings: The “Day of Victory” after Euromaidan2017In: Transnational Ukraine?: Networks and Ties that Influence(d) contemporary Ukraine / [ed] Timm Beichelt and Susann Worschech, Ibidem-Verlag, 2017, p. 89-114Chapter in book (Refereed)
  • 2636.
    Yurchuk, Yuliya
    Södertörn University, School of Culture and Education, Media and Communication Studies. Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Monuments, Collective Memory and Nation-Building2016In: Baltic Worlds In-house edition, p. 45-46Article, review/survey (Other academic)
  • 2637.
    Yurchuk, Yuliya
    Södertörn University, School of Culture and Education, Media and Communication Studies. Södertörn University, Centre for Baltic and East European Studies (CBEES), Baltic & East European Graduate School (BEEGS).
    Proshloe pod pritselom amnesii: pamiat ob OUN i UPA v Volynskom regione na primere pamiatnika Klymu Savuru2016In: Форум новейшей восточноевропейской истории и культуры, Vol. 14, no 2, p. 87-101Article in journal (Other academic)
    Abstract [ru]

    В этой статье я подхожу к вопросу памяти об Организации Украинских Нацио- налистов и Украинской Повстанческой Армии (ОУН и УПА соответственно) в региональной перспективе. На примере одного конкретного случая построения памятника одному из командиров УПА – Климу Савуру – прослеживается, как героическая память об ОУН и УПА устанавливалась в Ровенской области. Эта область входит в один исторический регион – Волынь. Именно здесь сформиро- вались первые группы УПА в 1942 году, а также именно на Волыни произошли самые трагические события в истории УПА – убийства польского населения в 1943 году, которые потом перенеслись на Галичину. Я не рассматриваю историю самого украинско-польского конфликта (заинтересованный читатель может обра- титься к цитированной ниже литературе), а то, как история ОУН и УПА входила в культуру памяти региона, начиная с 1991 года. Памятник Климу Савуру – пример того, как место и форма памяти могут быть основаны больше на амнезии, чем на воспоминании. Как мы увидим, через про- цесс мифологизации его биографии почти все исторические факты о личности командира УПА исчезли. Единственная характеристика, на которой основывает- ся коммеморация – это архетип, который выражает ценности и интересы деяте- лей, которые занимались строительством памятника и продвижением героиче- ской формы памяти об ОУН и УПА. Такая мифологизация позволила проводить политику памяти через призывы к исторической справедливости, забывая при этом о тех несправедливостях, которые произошли под командованием этой исторической личности.

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  • 2638.
    Yurchuk, Yuliya
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Red Carnations on Victory Day and Military Marches on UPA Day?: Remembered History of WWII in Ukraine2016In: Disputed Memory: Emotions and Memory Politics in Central, Eastern and South-Eastern Europe / [ed] Sindbæk Andersen, Tea & Törnquist-Plewa, Barbara, Boston: Walter de Gruyter, 2016, p. 227-246Chapter in book (Refereed)
  • 2639.
    Zackariasson, Emelie
    Södertörn University, School of Culture and Education.
    Pojkar leker rövare och flickor leker med Barbie: En studie om hur kön representeras och framställs språkligt i läseböcker för barn i årskurs 12013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this essay there will be four text books from grade 1 studied, the first one are from the year 1976 and it will be going forward to the year 2012. The aim of this study is to see how the genders are depicted and represented, as well as what roles the genders are given. I do also want to see if there is a notable change in this over time. I will be doing a study based on the quantity of the contents, and I will also be doing a critical discourse analysis.

    The result of the study showed that there were more gender-based constructions that referred to women in all of the four books, which indicates that women are represented more often in these reading books. It is most common to portray the genders in their stereotypical roles, which again are present in society, but sometimes these roles are depart from what’s present in society. My study did not show any noticeable differences over time. My study is also too small to be able to give me any results that can be view as general. My study in comparison to earlier reports on genus in text books , sexes in child books as well as genus in a progressive text book does not point at any obvious similarities to these aforementioned reports. This may have a direct result in the fact that my study is too small and does not depict the general results that is shown in the early research that has been conducted.

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    Emelie Zackariasson C-uppsats
  • 2640.
    Zackariasson, Maria
    et al.
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Magnusson, Jenny
    Södertörn University, School of Culture and Education, Swedish Language. Södertörn University, Teacher Education.
    Känslors och värderingars betydelse i handledning av självständiga arbeten – två perspektiv2018In: NU2018 - Det akademiska lärarskapet: Abstrakt, 2018, p. 118-119, article id 738Conference paper (Refereed)
    Abstract [sv]

    En central del i det akademiska lärarskapet är att handleda studenter som befinner sig på olika nivåer i sin utbildning. Det kan handla om doktorander på forskarutbildningsnivå, men i och med att en så stor andel studenter skriver ett, eller två, självständiga arbeten under sin utbildning, handlar det oftare om handledning av studenter på grundläggande eller avancerad nivå. Det finns ett antal studier, både nationellt och internationellt, som behandlar olika aspekter av handledning av studenters uppsatser, som exempelvis handledningsprocessen, handledarstilar, och handledares erfarenheter och behov (t.ex. Augustsson & Jaldemark, 2014; Baker, Cluett, Ireland, Reading, & Rourke, 2014; Berg, 2016; Carlson, Svensson, Johannson, & Montin, 2016; Eriksson & Gustavsson, 2016; Kamler & Thomson, 2014; Scholefield & Cox, 2016; Sveen & Magnusson, 2013; Todd, Smith, & Bannister, 2006; Wiggins, Gordon-Finlayson, Becker, & Sullivan, 2016).

    En aspekt av handledningsprocessen, som dock framför allt har diskuterats inom den forskning som finns om handledning på forskarutbildningsnivå, är att känslor och känslomässiga aspekter kan spela en viktig roll i handledning och för doktoranders skrivande (Cotterall, 2013; Doloriert, Sambrook, & Stewart, 2012; Sambrook, Stewart, & Roberts, 2008). En utgångspunkt i denna forskning är som regel att handledaren och doktoranden hinner etablera känslomässiga relationer i och med att en forskarutbildning pågår under flera år, och att det kan påverka skrivprocessen. Även inom forskning om skolelevers skrivande har betydelsen av känslor och värderingar framhållits, till exempel inom det forskningsfält där olika språkliga resurser för att värdera och uttrycka känslor analyseras utifrån ramverket appraisal (Martin & White, 2003). Denna forskning har till exempel visat att skolelevers texter värderas högre när språkliga resurser för att uttrycka värderingar och känslor används (Folkeryd, 2006).

    Men hur är det i handledning av studenter på grundutbildningsnivå? Vilka resurser och strategier knutna till känslor och värderingar används av studenter och handledare i handledningssamtal om självständiga arbeten? Med utgångspunkt i den befintliga forskningen är detta frågor som bör belysas närmare, och i denna presentation ämnar vi göra det ur två olika perspektiv. Det första perspektivet utgår från de bedömningsprocesser som hela tiden pågår i handledningsinteraktionen, och vi analyserar dessa utifrån begrepp som knyts till ramverket appraisal (Martin & White, 2003). Det andra perspektivet utgår från hur handledare och studenter kan använda känslor och känslomässiga uttryck som en typ av handledningsstrategi. Här utgör begreppen anticipated emotions och anticipatory emotions de huvudsakliga analysredskapen (Barsics, Van der Linden, & D'Argembeau, 2016, 219).

    Vårt paper har sin grund i ett pågående, tvärvetenskapligt projekt om självständighet i högre utbildning, där handledning har en central roll (http://www.sh.se/p3/ext/content.nsf/aget? openagent&key=projekt_page_1446544810333 ). Det empiriska material presentationen bygger på, består av inspelad handledningsinteraktion, med handledare och studenter från lärarutbildning och journalistik, vid två svenska lärosäten.

     

    Referenser

    Augustsson, G., & Jaldemark, J. (2014). Online supervision: a theory of supervisors’ strategic communicative influence on student dissertations. Higher Education, 67(1), 19-33.

    Baker, M.-J., Cluett, E., Ireland, L., Reading, S., & Rourke, S. (2014). Supervising undergraduate research: A collective approach utilising groupwork and peer support. Nurse Education Today, 34(4), 637-642.

    Barsics, C., Van der Linden, M., & D'Argembeau, A. (2016). Frequency, characteristics, and perceived functions of emotional future thinking in daily life. The Quarterly Journal of Experimental Psychology, 69(2), 217-233.

    Berg, D. (2016). Det självständiga arbetet - en plats för emancipation eller automation. Utbildning och lärande, 10(1), 94-108.

    Carlson, V., Svensson, P., Johannson, V., & Montin, S. (2016). Handledare, vägledare eller kontrollant? Utbildning och lärande, 10(1), 20-38.

    Cotterall, S. (2013). More than just a brain: emotions and the doctoral experience. Higher Education Research and Development, 32(2), 174-187.

    Doloriert, C., Sambrook, S., & Stewart, J. (2012). Power and emotion in doctoral supervision: Implications for HRD. European Journal of Training and Development, 36(7), 732-750.

    Eriksson, A., & Gustavsson, S. (2016). Krav, uppmaningar och frågor - en autoetnografisk reflektion över handledning av självständiga arbeten. Utbildning och lärande, 10(1), 70-87.

    Folkeryd, J. W. (2006). Writing with an attitude : appraisal and student texts in the school subject of Swedish. Uppsala: Acta Universitatis Upsaliensis.

    Kamler, B., & Thomson, P. (2014). Helping doctoral students write pedagogies for supervision. London ; New York: Routledge,.

    Martin, J. R., & White, P. R. (2003). The language of evaluation: Springer.

    Sambrook, S., Stewart, J., & Roberts, C. (2008). Doctoral supervision . . . a view from above, below and the middle! Journal of Further and Higher Education, 32(1), 71-84.

    Scholefield, D., & Cox, G. (2016). Evaluation of a model of dissertation supervision for 3rd year B.Sc. undergraduate nursing students. Nurse Education in Practice, 17, 78-85.

    Schreier, M. (2012). Qualitative Content Analysis in Practice. London & Thousand Oaks: SAGE.

    Sveen, H., & Magnusson, J. (2013). Handledningens vad, hur och varför: interaktionella mönster med fokus på röst. Högre Utbildning (2), 87-102.

    Todd, M. J., Smith, K., & Bannister, P. (2006). Supervising a social science undergraduate dissertation: staff experiences and perceptions. Teaching in Higher Education, 11(2), 161-173.

    Wiggins, S., Gordon-Finlayson, A., Becker, S., & Sullivan, C. (2016). Qualitative undergraduate project supervision in psychology: current practices and support needs of supervisors across North East England and Scotland. Qualitative Research in Psychology, 13(1), 1-19.

     

  • 2641.
    Zackariasson, Maria
    et al.
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Magnusson, Jenny
    Södertörn University, School of Culture and Education, Swedish Language. Södertörn University, Teacher Education.
    ’They shouldn’t work all by themselves’: Supervisors’ understandings of student independence in undergraduate projects2018In: NERA 2018 - 46th CONGRESS Educational Research: Boundaries, Breaches and Bridges: Abstracts, Oslo: University of Oslo , 2018, p. 237-238Conference paper (Other academic)
    Abstract [en]

    Title: “They shouldn’t work all by themselves!” Supervisors’ understandings of student independence in undergraduate projects

    Authors: Maria Zackariasson, professor, Södertörn University & Jenny Magnusson, lecturer, Södertörn University

    That independence is a concept of scholarly interest in relation to higher education, is evident within the research field on independent learning, as well as in research on supervision within higher education (eg Broad 2006; Cukurova et al 2017; Gurr 2010; Lau 2017; Lee 2008). That it also in other ways constitutes a significant concept within the academic context, is evident for instance in how independence in the Swedish Higher Education Ordinance is described as one of the main goals of higher education (Swedish Council for Higher Education 1993).

    At the same time, independence is characterized by a certain conceptual ambiguity, and, consequently, tends to be understood differently in different academic contexts, both nationally, internationally and interdisciplinary. This may pose a problem not least in relation to the supervision of undergraduate projects. In this paper we examine how supervisors understand the concept independence and how their understandings might influence their attitude to and practice of supervision of undergraduate projects. The analysis is based on focus group interviews with supervisors from two education programs, teacher education and journalism, in two countries, Sweden and Russia.

    In our findings we highlight and discuss several understandings of independence that were evident in our material, and in which phases of the undergraduate project these were regarded to be most significant. The theoretical framework for the paper connects to how a number of concepts that are central within higher education, such as criticality/critical thinking, learner autonomy and independent learning, tend to be characterized by conceptual ambiguity (cf Borg and Al-Busaidi 2012; Gardner 2007; Moore 2011). Using Wittgenstein’s ideas on family resemblances, we discuss how the concept independence may be understood in relation to such associated concepts (Wittgenstein 1958).

    The paper is of relevance to Nordic educational research through its focus on a concept that is rarely discussed and defined, even though it is most significant within higher education and for supervisors’ attitudes and didactic choices.

    References

    Borg, Simon, and Saleh Al-Busaidi. 2012. "Teachers’ beliefs and practices regarding learner autonomy." ELT Journal 66(3):283-92.

    Broad, James. 2006. "Interpretations of independent learning in further education." Journal of Further and Higher Education 30(2):119-43.

    Cukurova, Mutlu, Judith Bennett, and Ian Abrahams. 2017. "Students’ knowledge acquisition and ability to apply knowledge into different science contexts in two different independent learning settings." Research in Science & Technological Education:1-18.

    Gurr, Geoff. 2010. "Negotiating the "Rackety Bridge" — a Dynamic Model for Aligning Supervisory Style with Research Student Development." Higher Education Research & Development:81-92.

    Lau, Ken. 2017. "‘The most important thing is to learn the way to learn: evaluating the effectiveness of independent learning by perceptual changes." Assessment & Evaluation in Higher Education 42(3):415-30.

    Lee, Anne. 2008. "How are doctoral students supervised? Concepts of doctoral research supervision." Studies in Higher Education 33(3):267-81.

    Moore, Tim John. 2011. "Critical thinking and disciplinary thinking: a continuing debate." Higher Education Research & Development 30(3).

    Swedish Council for Higher Education 1993. "The Higher Education Ordinance" Ministry of Education and Research. Accessed 2017-04-11. https://www.uhr.se/en/start/laws-and-regulations/Laws-and-regulations/The-Higher-Education-Ordinance/.

    Wittgenstein, Ludwig. 1958. Philosophical investigations. Oxford: Basil Blackwell.

  • 2642.
    Zadonsky, Shirie
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    The willingness to pay for mobile applications: Factors which increases and affects people’s willingness to pay for mobile applications2019Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The distribution of mobile applications is evolving, and the developers are seeking to gain economic advantages, as well as reaping the benefits of the current market opportunities. But studies show that a majority of the mobile users are not willing to pay for a mobile application. This dilemma complicates the economic gain for the developers and for the brands behind the mobile application. But is there a solution for this dilemma, for the developers to obtain? This paper investigates what aspects affects people’s willingness to pay for application and what factors increases people’s willingness to pay for applications. By combining a scientific literature review followed by semi-structured interviews with 19 participants, 8 guidelines were formed in order to answer what affects people’s willingness to pay for a mobile application and what aspects increases people’s willingness to pay for mobile applications.  

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  • 2643.
    Zanders, Linnea
    Södertörn University, School of Culture and Education.
    Pars sätt att interagera på sociala medier: En studie utförd ut ett performativt genusperspektiv2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie visar hur kärlekspar skiljer sig i interaktion och presentation av relationen/partnern på socialamedier. Skillnaderna tycks bero på att männen och kvinnorna interagerar utifrån föreställningar om maskulinitet och femininitet. Studien visar att kvinnorna är mer aktiva än männen på sociala medier, samt att de uttrycker ett större behov av att presentera relationen online. De tolkas därför i enlighet med den rådande genusordningen som relations-orienterade i sin interaktion. Männen framstår som oberoende och autonoma i deras användande av sociala medier och tycks inte visa något intresse för att presentera relationen. Därmed ses deras interaktion som autonomi-orienterad. Studien belyser således de positioner könen har i genusordningen och hur de ur ett perfomativt genusperspektiv gör kön och relation genom sitt sätt att interagera på sociala medier.

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  • 2644.
    Zandi, Svetlana
    Södertörn University, School of Culture and Education, Teacher Education.
    När barnens behov möter vuxnas förutsättningar: en essä om förskolans vardag2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Min essä handlar om konflikten som uppstår när småbarns behov ställs mot vuxenvärldens behov och förutsättningar. Jag granskar arbetsmiljön på en småbarnsavdelning främst under inskolning och hur den påverkar både barn och pedagoger. Essän inleds med en beskrivning av hur en lunch ser ut på en ettårsavdelning de första veckorna när barnen lämnas hos oss efter att den första delen av den föräldraaktiva inskolningen är avklarad. Jag beskriver min arbetssituation och den mängd olika arbetsuppgifter jag förväntas klara av under min arbetsdag samtidigt som jag behöver engagera mig i barnen.

    I min reflektion ifrågasätter jag inskolningens tidsramar, personaltäthet under inskolningen och på småbarnsavdelningar generellt samt även min egen roll som pedagog. Syftet med essän är att problematisera situationen på småbarnsavdelningar i förskolan samt förstå vad det är som i mitt fall gör att jag inte kan vara den pedagog som jag vill vara. Jag hoppas kunna bidra till diskussionen om små barn, pedagoger och arbetsmiljö i förskolan eftersom min situation inte är unik och det är många pedagoger och barn i Sverige som befinner sig i liknande eller ännu sämre läge.  Genom att ta hjälp av anknytningsteori påvisar jag betydelsen av inskolningen för barnens utveckling och deras fortsatta vistelse och lärande i förskolan. Detta ställer jag mot den verklighet vi befinner oss i idag då barngrupperna växer, personaltätheten minskar samtidigt som pedagogerna får allt mer arbetsuppgifter. Vad får det för konsekvenser och finns det någon lösning på problemet? 

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  • 2645.
    Zandra, Rydberg
    Södertörn University, School of Culture and Education, Teacher Education.
    ”Man får tänka på att bromsa när man faller in i att pojkar ska behandlas tufft och flickor mjukare”: En kvalitativ studie om tre pedagogers uppfattningar och arbete kring genus och jämställdhet i förskolan2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with this study has been to understand and analyze how teachers, working with children in the ages of 1-3 years, understand and work with the concepts of gender and equality in preschool. The study has been completed through interviews and observations and is based on three key questions, which are: How pedagogues in the pre-school interpret the concepts of genus and equality? How are boys respectively girls received and treated by the pedagogue in the pre-school? What similarities and/or differences can be seen in the way that the preschool pedagogue treats boys and girls?

    The study's method is based on a qualitative approach. The main research methods for this study are observations and interviews. I have been interviewing three teachers from the same pre-school, located in a suburb in Stockholm as well as observed them during work. To analyze and get a deeper understanding of the collective knowledge gathered from the interviews and observations, theories surrounding gender, equality and social interaction have been used. Earlier research done within this area has been used to put this study into perspective.

    The results of this study show that there is great ambition from the teachers to work with a gender and equality based mindset. However these ambitions tend to be problematic to implement practically. In the study's results, it is shown that the traditional gender pattern is actually getting a stronger hold, rather than getting discouraged or broadened.

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  • 2646.
    Zecevic, Anna
    Södertörn University, School of Culture and Education, Teacher Education.
    En kvalitativ studie om konflikter, konflikthantering och förebyggande arbete på fritidshemmet2014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my study is to find out what kind of conflicts occur during leisure time in school, how educators handle the conflicts and what preventive methods are used. The focus is also on whether there is a difference in these aspects between one high status school and one low status school. To answer my questions I have done interviews with a total of six competent educators, three on each school. Each interview has been individual and I have recorded my interviews so that I do not miss out on anything that has been said. The interview questions are of a lower degree of structuring and a high degree of standardization because I wanted them to be open and in the same order. The result shows that there is a difference to some extent between the schools in each issue. The conflicts differ in that the causes are psychological and sociological of the two schools. When it comes to the handling of conflicts one school takes more action if their first way of dealing with conflicts does not work, which is quite often the cause. Preventive methods also look very different. One school has preventive methods that are proven to work, while the other school has come up with their own way of handling conflicts.

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    fulltext
  • 2647.
    Zemojtel-Piotrowska, Magdalena A.
    et al.
    University of Gdansk, Gdansk, Poland.
    Piotrowski, Jaroslaw P.
    University of Social Sciences & Humanities, Poznan Fac, Poznan, Poland.
    Cieciuch, Jan
    Wyszynski University, Warsaw, Poland / University of Zurich, Zurich, Switzerland..
    Calogero, Rachel M.
    University of Kent, Kent, OH USA.
    Van Hiel, Alain
    University of Ghent, Ghent, Belgium.
    Argentero, Piergiorgio
    University of Pavia, Pavia, Italy.
    Baltatescu, Sergiu
    Oradea University, Oradea, Romania.
    Baran, Tomasz
    Warsaw University, Warsaw, Poland.
    Bardhwaj, Gopa
    New Delhi University, New Delhi, India.
    Bukowski, Marcin
    Jagiellonian University, Krakow, Poland.
    Chargazia, Melania
    Tbilisi University, Tbilisi, Rep of Georgia.
    Clinton, Amanda
    University Puerto Rico, Puerto Real, Spain.
    Halik, Murnizam H. J.
    University Malaysia Sabah, Kota Kinabalu, Malaysia.
    Ilisko, Dzintra
    Daugavpils University, Daugavpils, Latvia.
    Khachatryan, Narine
    Yerevan State University, Yerevan, Armenia.
    Klicperova-Baker, Martina
    Czech Academy of Sciences, Prague, Czech Republic.
    Kostal, Jaroslav
    Czech Academy of Sciences, Prague, Czech Republic.
    Kovacs, Monika
    Eotvos Lorand University, Budapest, Hungary.
    Letovancova, Eva
    Comenius University, Bratislava, Slovakia.
    Liik, Kadi
    Tallinn University, Tallinn, Estonia.
    Marganski, Alison
    Virginia Wesleyan Coll, Norfolk, VA USA..
    Michalowski, Jaroslaw
    Warsaw University, Warsaw, Poland / Ernst Moritz Arndt Univ Greifswald, Greifswald, Germany.
    Nord, Iwo
    Södertörn University, School of Culture and Education, Gender Studies.
    Paspalanova, Elena
    New Bulgarian University, Ctr Cognit Sci, Sofia, Bulgaria.
    de Leon, Pablo Perez
    Universidad Catolica del Uruguay, Montevideo, Uruguay.
    Techera, Jose
    Universidad Catolica del Uruguay, Montevideo, Uruguay.
    Rojas, Mariano
    FLACSO Mexico, Mexico City, DF, Mexico / UPAEP, Puebla, Mexico..
    Rozycka, Joanna
    University of Gdansk, Gdansk, Poland.
    Sawicka, Aleksandra
    University of Gdansk, Gdansk, Poland.
    Seibt, Beate
    University of Oslo, Oslo, Norway.
    Semkiv, Iryna
    Lvov University, Lvov, Ukraine.
    Tiliouine, Habib
    Oran University, Oran, Algeria.
    Truong, Ha Khanh
    Vietnam National University Hochiminh City, Vietnam.
    van den Bos, Kees
    University of Utrecht, Utrecht, Netherlands.
    Wills-Herrera, Eduardo
    Univ Lo Andes, Bogota, Colombia.
    Measurement of Psychological Entitlement in 28 Countries2017In: European Journal of Psychological Assessment, ISSN 1015-5759, E-ISSN 2151-2426, Vol. 33, no 3, p. 207-217Article in journal (Refereed)
    Abstract [en]

    This article presents the cross-cultural validation of the Entitlement Attitudes Questionnaire, a tool designed to measure three facets of psychological entitlement: active, passive, and revenge entitlement. Active entitlement was defined as the tendency to protect individual rights based on self-worthiness. Passive entitlement was defined as the belief in obligations to and expectations toward other people and institutions for the fulfillment of the individual's needs. Revenge entitlement was defined as the tendency to protect one's individual rights when violated by others and the tendency to reciprocate insults. The 15-item EAQ was validated in a series of three studies: the first one on a general Polish sample (N = 1,900), the second one on a sample of Polish students (N = 199), and the third one on student samples from 28 countries (N = 5,979). A three-factor solution was confirmed across all samples. Examination of measurement equivalence indicated partial metric invariance of EAQ for all national samples. Discriminant and convergent validity of the EAQ was also confirmed.

  • 2648.
    Zetterberg, Theodor
    Södertörn University, School of Culture and Education, Philosophy.
    Döden på Tomhetens Fält: Döden, Intet och det Absoluta hos Nishitani Keiji och Nishida Kitarō2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper examines the role played by death in the philosophy of Nishitani Keiji, through the nondual logic of contradictory identity developed by his teacher and founder of the Kyotoschool of philosophy, Nishida Kitarō. I explore Nishitani’s understanding of how Nothingness, nihility, through our awareness of death penetrates and nullifies existence itself, how the irreality of all being comes to the fore to make being itself unreal. The nullifying nothingness of nihility, however, is still nothingness represented as a something; it is a reified nothing, defined as the antithesis to being and thus still seen as a corollary of being itself. A truly absolute nothingness, what Nishitani calls Śūnyatā, emptiness, must be a nothingness so devoid of being as to not even be nothing; it must be absolutely nothing at all, and thus nothing else than being itself. The final chapter of my paper seeks to apply this nondual understanding of being and nothingness to the question of death itself; to understand the ontological meaning of death - the passage from being to non-being - when being and non-being have been one from the very beginning. The paper also seeks to blur the lines between what has traditionally been considered philosophy and religion, using the thinking of the Kyoto school to point to the deeper ties between the two in the borderland that is buddhist philosophy.

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  • 2649.
    Zetterqvist Blokhuis, Mari
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Interaction between rider, horse and equestrian trainer: a challenging puzzle2019Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis examines the complex and challenging relationships between rider, horse and equestrian trainer in the context of teaching horse riding. What strategies and methods do equestrian trainers use to support the riders’ understanding of, and performance with, their horses? What role is the horse assigned in this form of interaction? Operating at the intersection between practical knowledge and human-animal studies, the thesis adopts an ethnographic approach, and seeks to develop theories of practical knowledge in the practice of teaching riding.

    Horse riding relies on embodied and “tacit” knowledge, which is achieved through practical experience, and is personal as well as context dependent. Since this kind of knowledge is (in most cases) difficult to completely express in words, it is also difficult to convey. “Equestrian feel” is a part of tacit knowledge and is considered as the most rewarding aspect of equestrian communication. Although horse riding has been taught for hundreds of years, knowledge about the learning situation during riding lessons, is sorely lacking. The results show that, as a subject and as an active participant in rider-horse communication, the horse is not directly addressed in the current education of rider-horse combinations. It is concluded that new teaching strategies are required, so that greater emphasis is placed on “equestrian feel” and on how riders experience their own as well as their horses’ bodies and minds. Furthermore, equestrian trainers need to improve their skills to make explicit to the rider why they choose to give certain instructions, thus contributing to the further development of a rider’s practical wisdom (phronesis).

    Equestrian cultures are in transition, and traditional systems of training rider-horse combinations are being challenged. The use of horses for sport raises ethical questions and it may be time for sport riders to seriously re-examine and re-evaluate the relation with their horses and how this affects the horse as a conscious and sensitive animal. This thesis is expected to contribute to improved teaching strategies and methods and thus to promote better welfare for both horse and rider.

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    Interaction Between Rider, Horse and Equestrian Trainer – A Challenging Puzzle
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  • 2650.
    Zetterqvist Blokhuis, Mari
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Teaching horse riding: feel as a central concept?Manuscript (preprint) (Other academic)
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