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  • 151.
    Axell, Sofia
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Alverén, Ingrid
    Örebro University, School of Humanities, Education and Social Sciences.
    Ekonomisk tillväxt & Ledarskap: Vilka utmaningar kan finnas när företaget går med tillväxt och hur det positiva kan ge negativa effekter ur ett HR-perspektiv2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 152.
    Axelsson, Emma
    Örebro University, School of Humanities, Education and Social Sciences.
    Corporate Social Responsibility: En studie av företags sociala ansvarstagande.2008Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 153.
    Axelsson, Emma
    Örebro University, School of Humanities, Education and Social Sciences.
    "Jag har aldrig passat in i deras fina mallar": en sociologisk studie om identitetsprocessen hos tre individer diagnostiserade som psykiskt funktionshindrade2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 154.
    Axelsson, Karin
    Örebro University, School of Humanities, Education and Social Sciences.
    Att sticka ut ur mängden: En kvalitativ studie om kvinnors hinder och möjligheter i arbetsledande ställning2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 155.
    Aziz, Avin
    Örebro University, School of Humanities, Education and Social Sciences.
    "I väntan på Asyl" Orsakerna bakom de långa väntetiderna för asylsökande2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 156.
    Azouri, Kristian
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Kalogirou, Gustav
    Örebro University, School of Hospitality, Culinary Arts & Meal Science.
    Rumenius, Fredrik
    Örebro University, School of Hospitality, Culinary Arts & Meal Science.
    Värdesätts Akademisk examen?En: En komparativ studie om chefers syn på kompetens vid rekrytering i densvenska och brittiska hotellbranschen2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Inledning: Det har alltid funnits problem i hotellbranschen vid rekrytering. Branschenkarakteriseras av hög personalomsättning, låg utbildningsnivå och relativt låga löner.Efterfrågan på kompetent personal är hög medan utbudet av personal är lågt. Samtidigt ökarhotellbranschen i antal hotell och antal sängar liksom efterfrågan.

    Syfte: Syftet med studien är att kartlägga hotellchefers syn på en akademisk examen vidrekrytering av hotellpersonal.

    Metod och material: Semi-strukturerade intervjuer utfördes med sju hotellchefer ochverkställande direktörer i Stockholm och London. De fick svara på semi-struktureradeintervjufrågor med följdfrågor. Materialet hämtades från intervjuer, tidskrifter, böcker ochhemsidor som varit relevanta för uppsatsen.

    Resultat: Resultatet visar att både de svenska och brittiska cheferna anser att erfarenhet vägertyngre än en akademisk examen. Branschen föredrar internrekrytering för att det är ettbilligare sätt att rekrytera samt att hotellen slipper utbilda personen. Samtliga chefer i Londonoch Stockholm är positiva till traineeprogram men det är endast i London som sådanaprogram erbjuds.

    Slutsats: Erfarenhet och bakgrund har en stor inverkan vid rekryteringsprocessen även ompersonen innehar en akademisk examen. Traineeprogram anses positiva av cheferna och ettbra sätt att komma in på ett hotell. Vidare bör man som arbetssökande veta att i Storbritannienvärderas utseende högre än i Sverige.

  • 157.
    Bachora, Larissa
    et al.
    Hamburg.
    Elander, Ingemar
    Örebro University, School of Humanities, Education and Social Sciences.
    Fridolfsson, Charlotte
    Linköpings universitet.
    Faith-based organizations and social exclusion in Denmark2011In: Faith-based organisations and social exclusion in Ireland and Denmark, Leuven: Acco , 2011, 1, , p. 66p. 27-66Chapter in book (Other academic)
  • 158.
    Backius, Stefan
    Örebro University, School of Humanities, Education and Social Sciences.
    Arbetare på scen: amatörteater som politiskt verktyg2011Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis focuses on the political dimensions of aesthetic expression during the Long Sixties. The thesis deals with amateur theatre ventures both within and linked to the social democratic labour movement. ’Spelet om Norbergsstrejken’ (The Play about the Norberg Strike) had its première in 1977 in a small industrial village in the industrial region of Bergslagen. Similar plays appeared in many regions of the country and a wave of workers’ plays emerged and made an impact on the internal investments of the educational association ABF in amateur theatre. The empiricism of the thesis concludes in 1982 when a social democratic amateur theatre association was founded and after a breakaway from the social democratic movement was establishing a residential study centre in another small village in Bergslagen. Sixties radicalisation provides the social context of the study and the perspective of sociological social movement research is used and developed. Based on the perspective of cognitive practice and the concepts of cosmology and movement ideology attention is directed towards the theatre assets of performance hosts, expectation horizons and patterns of behaviour. The thesis argues for a deeper understanding of sixties radicalisation partly meaning that the periodisation needs to be extended backwards as well as forwards in terms of time and partly that the political dimensions of aesthetic expression should be focused on. Based upon the results of the thesis the concept of culturactivism was formulated which defines the specific approach that appeared in the space between political and cultural activism. This highlights the need for a concept that covers the cognitive free space that arose between aesthetic expression and political activism and which has not previously attracted the attention of historical studies about sixties radicalisation to any great degree.

  • 159.
    Backius, Stefan
    Örebro University, School of Humanities, Education and Social Sciences.
    Bolagstorpare och jordbrukstorpare2003In: Lokalhistorisk läsning för Örebro län: nr 7, Örebro: Lokalhistoriska sällskapet , 2003, no 7, p. 52-68Chapter in book (Other academic)
  • 160.
    Backius, Stefan
    Örebro University, School of Humanities, Education and Social Sciences.
    Popular culture as a tool for change: rural working-class theatre in Sweden2009In: New world coming: the sixties and the shaping of global consciousness / [ed] Karen Dubinsky, Toronto: Between the Lines , 2009Conference paper (Other academic)
  • 161.
    Backlund, Regina
    Örebro University, School of Humanities, Education and Social Sciences.
    Ämnestraditioner i historieämnet.: Exemplet Lektion.se2010Independent thesis Basic level (professional degree), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [sv]

    Sammanfattning

    Historieämnets mål har blivit tolkningsbara. Läroplanen och kursplanen anger mål för historieämnet men preciserar inte hur arbetet skall bedrivas. De perspektiv på historieämnet som styr undervisningen, är idag till syvende och sist till respektive lärare på fältet. Varför historia ska förmedlas, Vad som är historia, Vilken historia som ska förmedlas och Hur historia ska läras ut är avhängig vilken tradition som är rådande. Läromedelstexterna på internetsidan Lektion.se är offentliga och andra lärare förväntas få tips och råd från det publicerade, för hur de ska lägga upp sin undervisning. Syftet med den här uppsatsen är att belysa ämnestraditioner i skolämnet historia för gymnasiet utifrån exemplet; de populäraste utlagda/publicerade läromedlen på Lektion.se. Jag gör en kvalitativ textanalys av två av de populäraste texterna/läromedlen från Lektion.se för att besvara frågorna: Vilka ämnestraditioner finns representerade bland de populäraste läromedlen? Och vilka ämnestraditioner dominerar bland dessa?

    För att identifiera ämnestraditioner så undersöker jag vilken undervisnings- eller historiebeskrivningskategori som författarna varit inspirerade av: den klassiska, objektivistiska, formella eller kategoriala. Jag fann att texterna pekar på att det i många fall är en traditionellt faktaspäckad historieundervisning där den svenska mannen är norm i en genetisk framställning av historien som styrs av strukturella förändringsfaktorer och kamp om makten. Och att alla undervisningskategorier finns företrädda. Analysen av texterna sker också jag utifrån dessa begrepp: Identitet, där både ett etniskt-, genus. och HBT-perspektiv ingår. Värden, där motiv och ideologi ingår. Tid, där det genetiska, genealogiska och reflexiva perspektivet ingår. Och Förändring där aktör- och strukturperspektivet ingår. Dessutom söker jag i texterna efter tecken på vilket synsätt författarna haft på historieämnet: Traditionellt faktaspäckad, Historia som Samhällsblocksämne, Historievetenskapligt eller historiedidaktiskt.

  • 162.
    Backlund, Regina
    Örebro University, School of Humanities, Education and Social Sciences.
    Ämnestraditioner i historieämnet. Exemplet Lektion.se2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här uppsatsen är att belysa ämnestraditioner i skolämnet historia för gymnasiet utifrån exemplet; de populäraste utlagda/publicerade läromedlen på Lektion.se. Jag gör en kvalitativ textanalys av två av de populäraste texterna/läromedlen från Lektion.se för att besvara frågorna: Vilka ämnestraditioner finns representerade bland de populäraste läromedlen? Och vilka ämnestraditioner dominerar bland dessa? 

    För att identifiera ämnestraditioner så undersöker jag vilken undervisnings- eller historieskrivningskategori som författarna varit inspirerad av: den klassiska, objektivistiska, formella eller kategoriala. Jag fann att texterna pekar på att det i många fall är en traditionellt faktaspäckad historieundervisning där den svenska mannen är norm i en genetisk framställning av historien som styrs av strukturella förändringsfaktorer och kamp om makten. Och att alla undervisningskategorier finns företrädda. Analysen av texterna sker också jag utifrån följande begrepp: Identitet, där både ett etniskt-, genus- och HBT-perspektiv ingår. Värden, där motiv och ideologi ingår. Tid, där det genetiska, genealogiska och reflexiva perspektivet ingår. Och Förändring där aktör- och strukturperspektivet ingår. Dessutom söker jag i texterna efter tecken på vilket synsätt författarna haft på historieämnet: Traditionellt faktaspäckad, Historia som Samhällsblocksämne, Historievetenskapligt eller historiedidaktiskt.

  • 163.
    Bader, Britt-Marie
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Boson, Maud
    Örebro University, School of Humanities, Education and Social Sciences.
    Elevledda utvecklingssamtal, små fenomen med stora möjligheter: En studie om elevledda utvecklingssamtal i skolår 5-62009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 164.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Att förstå delaktighet utifrån forskning som fokuserar deltagande och interaktion2006Report (Other academic)
  • 165.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Communication-practices and identities inside and outside school arenas in Sweden: languages, literacies and cultural practices in the 21st century2009Conference paper (Other academic)
  • 166.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Creating and (re)negotiating boundaries: representations as mediation in visually oriented multilingual Swedish school settings2010In: Language, Culture and Curriculum, ISSN 0790-8318, E-ISSN 1747-7573, Vol. 23, no 3, p. 251-276Article in journal (Refereed)
    Abstract [en]

    This article brings together salient findings regarding communication and identity through studies of everyday social practices, studies of discourses about these practices and policy documents pertaining to special schools from previous and ongoing ethnographic projects based at the KKOM-DS (Communication, Culture and Diversity - Deaf Studies) research group in Sweden. Central findings regarding the complex nature of language usage in these 'bilingual' Swedish-Swedish Sign Language settings are highlighted and the key concept of different types of chaining is empirically explicated. The work presented here also takes its point of departure in how Self and Other are represented in everyday talk, in how the organisation of time and space and how the sociohistorical discourse about language, 'bilingualism' and identity in policy documents mediate a particular world view in terms of an 'imagined and pure homogeneity'. Together, these two empirically grounded analyses highlight a tension between human beings' ways of being or their actions and orientations in social practices and human beings' ways of understanding and conceptualising bilingualism in educational settings. The empirical analyses suggest that understanding linguistic competencies and the organisation of the primary languages in the special schools, on the one hand, and human beings' use of both the languages, on the other hand, are very different phenomena.

  • 167.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Critical empirically based reflections on development of biliteracy: cross-cultural examples from hearing and deaf groups2011Conference paper (Other academic)
  • 168.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Critical explorations in understanding communication, culture and diversity2008Conference paper (Refereed)
  • 169.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Democracy, participation and didactics: language issues in everyday life and in research2008Conference paper (Other academic)
  • 170.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Didactics of communication and identity in settings that are labeled "inclusive"2008Conference paper (Other academic)
  • 171.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    En segregerad skolform för vissa inom ramen för en-skola-för alla [A segregated school for some within the framework of a common-school-for-all]: Vad kan vi lära från sociohistoriska och tvärgeografiska blickar? [What can we learn from socio-historical and cross-geographical perspectives?]2011Conference paper (Other academic)
  • 172.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Från läs- och skrivkompetenser till literacy: ett sociokulturellt och kommunikativt perspektiv på språkanvändning2006In: Ord och bild ger mening: om literacy i förskola och skola [Svensklärarföreningens årsskrift 2006] / [ed] Madeleine Ellvin, Stockholm: Svensklärarföreningen , 2006, p. 7-19Chapter in book (Other academic)
  • 173.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Gränsdragning och gränsöverskridande: identiteter och språkande i visuellt orienterade skolsammanhang i Sverige2003In: Ett vardagsliv med flera språk / [ed] Jakob Cromdal, Ann-Carita Evaldsson, Stockholm: Liber , 2003, p. 154-178Chapter in book (Other academic)
  • 174.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Gränsdragningar och identiteter [Creating boundaries and identities]: en skola för (nästan) alla [A school for (almost) everyone]2011In: Pedagogiska Magasinet, ISSN 1401-3320, no 4, p. 52-57Article in journal (Other (popular science, discussion, etc.))
  • 175.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Inclusion, communication and didactics: education for all or education for "the Other"2008Conference paper (Other academic)
  • 176.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Inclusion matters in a democratic society2008Conference paper (Other academic)
  • 177.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Learning communication and identity in Swedish special schools: a sociohistorical and interactional analysis2007Conference paper (Refereed)
  • 178.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Meaning making processes in human communication: chaining in and between language codes and modalities2009Conference paper (Refereed)
    Abstract [en]

    This paper focuses dimensions of human communication in social practices that can be characterised by the use of more than one language code, modality or register. Conceptual ideas that arise from explorations based upon empirical analysis of situated bi- or multilingual oral talk, signed talk and literacy communication are presented. The examples used to illustrate the theoretical ideas raised in this article are taken from the literature available on oral, signed and written communication. Thus the purpose in this paper is to juxtapose analytically derived findings from traditionally segregated fields of study – (hearing) bilingualism, visually oriented (deaf) bilingualism, (multilingual) literacies and (hearing so-called) monolingual communication.

    The analysis of situated or context-bound mundane talk represents a perspective and interest in human communication in terms of meaning making semantic processes that can be distinguished from linguistic analysis of competencies or psychological measurements of cognitive resources or structures or the sociological analysis of attitudes or demographic patterns or analysis of competencies from a handicap or special educational perspective. Focusing social practices – what is communicated by human beings and the ways in which communication occurs – allows, it is suggested, for leaving behind a view of language as a static entity or a monological perspective on language.

  • 179.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Reflections and issues on language, culture and identity in the 21st century2010Conference paper (Other academic)
  • 180.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Representations as mediation: revisiting understandings of language and identity in present day northern settings2010Conference paper (Other academic)
  • 181.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Representations of diversity and culture: critically understanding identity through the analysis of a Swedish national project "Exemplary schools for diversity"2009Conference paper (Refereed)
  • 182.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Re-thinking human diversity & multilingualism in Europe: critical reflections from empirical research on oral, written & signed communication2011Conference paper (Other academic)
  • 183.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    (Re)visiting borderlands: learning, communicating, identities inside and outside school settings2010Conference paper (Other academic)
  • 184.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Social interaction in learning and instruction: joining fources, losing focus?2009In: Fostering Communities of Learners, 2009Conference paper (Refereed)
  • 185.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Språk, språkande och människa [Language, languaging and human beings]: Reflektioner kring demokrati och delaktighet [Reflections on democracy and participation]2010Conference paper (Other (popular science, discussion, etc.))
  • 186.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Talk about bilingualism and bilingual talk2009Conference paper (Other (popular science, discussion, etc.))
  • 187.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    The boundary-turn: reflections on language, culture and identity through the epistemological lenses of time, space and social interactions in the 21st century2011Conference paper (Other academic)
  • 188.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Understanding communication and identities in culturally diverse school settings in present day Sweden: conceptual and methodological points of departure & socio-historical reflections on “cultural diversity in Sweden”2008Conference paper (Refereed)
  • 189.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Vadå interkulturellt?: En sociohistorisk och tvärgeografisk blick på det som vi kallar kultur2010In: Specialpedagogisk tidskrift : att undervisa, ISSN 2000-429X, Vol. 3, p. 15-18Article in journal (Other (popular science, discussion, etc.))
  • 190.
    Bagga-Gupta, Sangeeta
    Örebro University, School of Humanities, Education and Social Sciences.
    Visual or visually oriented?: What can one learn from research on bilingual models in Sweden2008Conference paper (Other academic)
  • 191.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Allard, Karin
    Örebro University, School of Humanities, Education and Social Sciences.
    St John, Oliver
    Örebro University, School of Humanities, Education and Social Sciences.
    Nordmark, Marie
    Understanding communication and identities in culturally diverse school settings in present day Sweden: empirical explorations from 3 different language profile schools in present day Sweden2008Conference paper (Refereed)
  • 192.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Domfors, Lars-Åke
    Örebro University, School of Humanities, Education and Social Sciences.
    Language, Social History and Politics: Critical Reflections - Swedish Deaf Education2002In: A reader in inclusion of deaf people in education and society: a cross cultural analysis of policies and practices / [ed] Patricia Mudgett-DeCaro, Chelmsford, MA: Courier Custom Publishing , 2002, p. 28 pgs-Chapter in book (Other academic)
  • 193.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Holmström, Ingela
    Örebro University, School of Humanities, Education and Social Sciences.
    ”Technologies at work”: a sociohistorical analysis of human identities and communication : focus upon CI and language2011Conference paper (Refereed)
  • 194.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Lyngvaer Hansen, Aase
    Muruvik Vonen, Arnfinn
    Visually oriented multilingual communication in the classroom2009Conference paper (Refereed)
  • 195.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Messina Dahlberg, Giulia
    Dalarna University, Falun, Sweden.
    Unimodal behaviors in multimodal bilingual virtual learning settings: languaging in online synchronous higher educational environments2011Conference paper (Refereed)
  • 196.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Rosén, Jenny
    Dalarna University, Falun, Sweden.
    Languages and identities in the development of the educational system ‘Swedish for immigrants’: a sociohistorical account of categories2011Conference paper (Refereed)
  • 197.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Rosén, Jenny
    Dalarna University, Falun, Sweden.
    Languaging and identities in the construction and organization of ‘Swedish for immigrants’2011Conference paper (Refereed)
  • 198.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    St John, Oliver
    Örebro University, School of Humanities, Education and Social Sciences.
    Doing instructions: exploring instructions in multilingual classroom interaction2011Conference paper (Refereed)
  • 199.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    St John, Oliver
    Örebro University, School of Humanities, Education and Social Sciences.
    Making complexities invisible?: Contributions to the representation of social interaction in scholarly writings2010Conference paper (Refereed)
  • 200.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    St John, Oliver
    Örebro University, School of Humanities, Education and Social Sciences.
    Orchestrating feedback: a study of teacher-student multimodal interaction in a language learning setting2010Conference paper (Refereed)
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