Jag heter Per-Olof Ludvigsson. Jag påbörjade min lärarutbildning redan som tonåring. Jag har sökt en enda tjänst i hela mitt liv. Jag fick tjänsten som speciallärare i Malmköping. Jag satt i samma kateder i exakt fyrtio år. Sen var jag helt plötsligt pensionär och började resa omkring till föreningar och sammanslutningar för att hålla föredrag. Det började med 74 föredrag om "Capri, San Michele och Axel Munthe" Sedan övergick jag till mer kåserande föredrag. Många kom och lyssnade och ofta hände det, att man föreslog mig att ge ut en del av det jag berättade i bokform. Här är boken! Kanske är den skriven på litet gammaldags språk, men det är mitt sätt att skriva. Om människor haft glädje av att lyssna på mina tokerier, så har jag själv ändå haft allra roligast, då jag, som det heter, "fått till" dem. Hoppas läsarna ska få glädje av mina berättelser! Per-Olof
En presentation av Per-Olof Sjögrens "högkyrkliga" pastorala arbetsprogram och konkreta verksamhet i stadsdelen Guldheden i Göteborg 1951-1968. Belyser vad Sjögren uträttade och vilka förebilder och teologiska erfarenheter som fungerade som inspirationskällor. Med förord av Carl Axel Aurelius.
Få svenskar har tagit plats bland de internationella stortjuvarna, men en som gjorde det var Per Olof Karlsson från Söderåkra i Småland. Hans Blomqvist har gått igenom mängder av polisprotokoll, rättegångsreferat, tidningsnotiser och fragmentariska vittnesuppgifter i jakten på honom. Det har resulterat i denna biografiska skiss över "Baron Karlsson", yrkestjuv och hotellråtta.
Why do young people engage in acts of crime and what is it that drives their criminal careers? These are the key questions addressed in Character, Circumstances, and Criminal Careers which explores and explains people's criminal careers through adolescence into young adulthood. Guided by Situational Action Theory (SAT)'s Developmental Ecological Action (DEA) model, the work analyses longitudinal data from the Peterborough Adolescent and Young Adult Development Study (PADS+), testing various hypotheses about the causes and drivers of people's crime involvement and criminal careers. Character, Circumstances, and Criminal Careers makes an argument for a more dynamic Developmental and Life Course criminology (DLC) by theorising and exploring the relationship between individual characteristics and environmental features and their changes across adolescence and into young adulthood. The book considers whether childhood predictors, such as social disadvantage and social adversity, affect different trajectories of crime involvement. It also presents a special analysis of the age-crime curve and its explanation. The book includes the most recent and updated statement of Situational Action Theory and its DEA model, including comparisons between the basic assumptions and propositions of SAT and selected major criminological theories (social bond and self-control theories, differential association and learning theories, rational choice theory and the theory of moral disengagement). Character, Circumstances and Criminal Careers presents an original theory, a uniquely detailed contemporary longitudinal study, and novel research methods and analytical techniques, and applies these to derive innovative findings about the relationship between individual and environmental factors across a critical developmental period.
Why do certain people commit acts of crime? Why does crime happen in certain places? Presenting an ambitious new study designed to test a pioneering new theory of the causes of crime, Breaking Rules: The Social and Situational Dynamics of Young People's Urban Crime demonstrates that these questions can only go so far in explaining why crime happens - and, therefore, in preventing it. Based on the work of the Peterborough Adolescent and Young Adult Development Study (PADS+), Breaking Rules presents an analysis of the urban structure of Peterborough and its relation to young people's social life. Contemporary sciences state that behaviour is the outcome of an interaction between people and the environments to which they are exposed, and it is precisely that interaction and its relation to young people's crime involvement that PADS+ explores. Driven by a ground-breaking theory of crime, Situational Action Theory, which aims to explain why people break rules, it implements innovative methods of measuring social environments and people's exposure to them, involving a cohort of 700 young people growing up in the UK city of Peterborough. It focuses on the important adolescent time window, ages 12 to 17, during which young people's crime involvement is at its peak, using unique space-time budget data to explore young people's time use, movement patterns, and the spatio-temporal characteristics of their crime involvement. Presenting the first study of this kind, both in breadth and detail, with significant implications for policy and prevention, Breaking Rules should not only be of great interest to academic readers, but also to policy-makers and practitioners, interested in issues of urban environments, crime within urban environments, and the role of social environments in crime causation.
Why do certain people commit acts of crime? Why does crime happen in certain places? Presenting an ambitious new study designed to test a pioneering new theory of the causes of crime, Breaking Rules: The Social and Situational Dynamics of Young People's Urban Crime demonstrates that these questions can only go so far in explaining why crime happens - and, therefore, in preventing it. Based on the work of the Peterborough Adolescent and Young Adult Development Study (PADS+), Breaking Rules presents an analysis of the urban structure of Peterborough and its relation to young people's social life. Contemporary sciences state that behaviour is the outcome of an interaction between people and the environments to which they are exposed, and it is precisely that interaction and its relation to young people's crime involvement that PADS+ explores. Driven by a ground-breaking theory of crime, Situational Action Theory, which aims to explain why people break rules, it implements innovative methods of measuring social environments and people's exposure to them, involving a cohort of 700 young people growing up in the UK city of Peterborough. It focuses on the important adolescent time window, ages 12 to 17, during which young people's crime involvement is at its peak, using unique space-time budget data to explore young people's time use, movement patterns, and the spatio-temporal characteristics of their crime involvement. Presenting the first study of this kind, both in breadth and detail, with significant implications for policy and prevention, Breaking Rules should not only be of great interest to academic readers, but also to policy-makers and practitioners, interested in issues of urban environments, crime within urban environments, and the role of social environments in crime causation.
This book examines the role of aesthetic experience in learning science and in science education from the perspective of knowledge as action and language use. The theoretical underpinnings are based on the writings of John Dewey and Ludwig Wittgenstein. In their spirit aesthetics is examined as it appears in the lives of people and how it relates to the activities in which they are involved.Centered around an empirical analysis of how students and their teachers use aesthetic language and acts during laboratory and field work, the book demonstrates that aesthetics is something that is constantly talked about in science class and that these aesthetic experiences are intimately involved in learning science. These empirical findings are related to current debates about the relation between aesthetics and science, and about motivation, participation, learning and socio-cultural issues in science education. This book features:*an empirical demonstration of the importance and specific roles of aesthetic experiences in learning science;*a novel contribution to the current debate on how to understand motivation, participation and learning; and*a new methodology of studying learning in action.Part I sketches out the theoretical concepts of Wickman's practical epistemology analysis of the fundamental role of aesthetics in science and science education. Part II develops these concepts through an analysis of the use of aesthetic judgments when students and teachers are talking in university science classes. Part III sums up the general implications of the theoretical underpinnings and empirical findings for teaching and learning science. Here Wickman expands the findings of his study beyond the university setting to K-8 school science, and explicates what it would mean to make science education more aesthetically meaningful.Wickman's conclusions deal to a large extent with aesthetic experience as individual transformation and with people's prospects for participation in an activity such as science education. These conclusions have significance beyond science teaching and learning that should be of concern to educators generally. This book is intended for educational researchers, graduate students, and teacher educators in science education internationally, as well as those interested in aesthetics, philosophy of education, discourse analysis, socio-cultural issues, motivation, learning and meaning-making more generally.
This book examines the role of aesthetic experience in learning science and in science education from the perspective of knowledge as action and language use. The theoretical underpinnings are based on the writings of John Dewey and Ludwig Wittgenstein. In their spirit aesthetics is examined as it appears in the lives of people and how it relates to the activities in which they are involved.Centered around an empirical analysis of how students and their teachers use aesthetic language and acts during laboratory and field work, the book demonstrates that aesthetics is something that is constantly talked about in science class and that these aesthetic experiences are intimately involved in learning science. These empirical findings are related to current debates about the relation between aesthetics and science, and about motivation, participation, learning and socio-cultural issues in science education. This book features:*an empirical demonstration of the importance and specific roles of aesthetic experiences in learning science;*a novel contribution to the current debate on how to understand motivation, participation and learning; and*a new methodology of studying learning in action.Part I sketches out the theoretical concepts of Wickman's practical epistemology analysis of the fundamental role of aesthetics in science and science education. Part II develops these concepts through an analysis of the use of aesthetic judgments when students and teachers are talking in university science classes. Part III sums up the general implications of the theoretical underpinnings and empirical findings for teaching and learning science. Here Wickman expands the findings of his study beyond the university setting to K-8 school science, and explicates what it would mean to make science education more aesthetically meaningful.Wickman's conclusions deal to a large extent with aesthetic experience as individual transformation and with people's prospects for participation in an activity such as science education. These conclusions have significance beyond science teaching and learning that should be of concern to educators generally. This book is intended for educational researchers, graduate students, and teacher educators in science education internationally, as well as those interested in aesthetics, philosophy of education, discourse analysis, socio-cultural issues, motivation, learning and meaning-making more generally.
Crime is largely an urban phenomenon, but the specifically urban and area dimen sions of the social processes that are connected with crime have been seriously understated in much recent criminological work ... Such a claim could not have been made forty years ago. (Baldwin & Bottoms, 1976, p. 1). The above statement by Baldwin and Bottoms about the neglect in crimi nology of the urban dimension of crime was made in the mid-1970s. However, in the last decade there has been a significant upswing in theory and research on crime in the urban environment. Also, new areas oftheory and research into urban crime have come into focus. (For overviews see Brantingham & Brantingham, 1984; Davidson, 1981.) One very good example of the increasing interest in urban crime is the recent volume of Crime and Justice entitled "Communities and Crime" (Reiss & Tonry, 1986), in which Reiss makes a strong argument for the importance of the study of crime in urban communities and for the linking of the ecological and individual traditions in theory and research on crime. A review of the literature on crime in urban environments shows, not unexpectedly, that Anglo-American research heavily dominates the scene (Wikstrom, 1982; 1987b). Hence, much of the experience we have on urban crime is based on North American and British research and theory.
Numerous US presidents have undergone surgical procedures during their time in office that were not shared with the public. The presidents highlighted in this work, from George Washington to Ronald Reagan, span centuries of American history and medical evolution. Written in language easy to understand for non-medical readers, this book gives insight into these surgical operations, which were often performed in secrecy or hazardous conditions. It highlights the surgeries of nine presidents, providing extensive details about the procedures and events surrounding them. In order to contextualize each operation, the author, a surgeon, bases his writing on an extensive review of medical and surgical documents, often written by surgeons personally involved in the procedures. With this information, he illuminates the political and economic events that influenced surgical decisions over hundreds of years. The historical ramifications of these surgeries are substantiated by peer reviewed publications, original documents, and newspaper articles.
Every year, millions of people are diagnosed with thyroid cancer or thyroid nodules. In Thyroid Cancer and Thyroid Nodules In 30 Minutes, you will learn that most thyroid nodules are benign and many patients with thyroid nodules do not need surgery. Further, even if the nodule turns out to be malignant, the majority of thyroid cancers can be successfully managed with an excellent long-term prognosis.The author of Thyroid Cancer and Thyroid Nodules In 30 Minutes is Dr. Per-Olof Hasselgren, an experienced endocrine surgeon and professor at Harvard Medical School. Over a 45-year career, he has operated on numerous patients with thyroid cancer and thyroid nodules. Using plain English, he will explain basic concepts related to thyroid cancer and thyroid nodules, including: The anatomy and function of the thyroid gland The role of thyroid hormones Blood and imaging tests Hyperthyroidism and hypothyroidism Bethesda classifications and the risk for cancer Management of benign nodules Management of thyroid cancer Thyroidectomies, thyroid lobectomies, and other types of thyroid surgery Different types of doctors and medical specialists you may encounter The author will also describe four cases involving patients diagnosed with thyroid nodules, including malignant nodules. He will help us follow the diagnostic workup and management options (including different types of surgeries) in a 37-year old stay-at-home mom, a 19-year old college student, a 62-year old truck driver, and a 58-year old high school teacher. This book is not a do-it-yourself guide -- a doctor is needed to diagnose and provide medical advice. However, Thyroid Cancer and Thyroid Nodules In 30 Minutes can help you understand what your doctor is recommending and why. If you or a loved one is diagnosed with thyroid nodules, Thyroid Cancer and Thyroid Nodules In 30 Minutes can be an invaluable and expert resource.
Every year, millions of people are diagnosed with thyroid cancer or thyroid nodules. In Thyroid Cancer and Thyroid Nodules In 30 Minutes, you will learn that most thyroid nodules are benign and many patients with thyroid nodules do not need surgery. Further, even if the nodule turns out to be malignant, the majority of thyroid cancers can be successfully managed with an excellent long-term prognosis.The author of Thyroid Cancer and Thyroid Nodules In 30 Minutes is Dr. Per-Olof Hasselgren, an experienced endocrine surgeon and professor at Harvard Medical School. Over a 45-year career, he has operated on numerous patients with thyroid cancer and thyroid nodules. Using plain English, he will explain basic concepts related to thyroid cancer and thyroid nodules, including: The anatomy and function of the thyroid gland The role of thyroid hormones Blood and imaging tests Hyperthyroidism and hypothyroidism Bethesda classifications and the risk for cancer Management of benign nodules Management of thyroid cancer Thyroidectomies, thyroid lobectomies, and other types of thyroid surgery Different types of doctors and medical specialists you may encounter The author will also describe four cases involving patients diagnosed with thyroid nodules, including malignant nodules. He will help us follow the diagnostic workup and management options (including different types of surgeries) in a 37-year old stay-at-home mom, a 19-year old college student, a 62-year old truck driver, and a 58-year old high school teacher. This book is not a do-it-yourself guide -- a doctor is needed to diagnose and provide medical advice. However, Thyroid Cancer and Thyroid Nodules In 30 Minutes can help you understand what your doctor is recommending and why. If you or a loved one is diagnosed with thyroid nodules, Thyroid Cancer and Thyroid Nodules In 30 Minutes can be an invaluable and expert resource.
This book examines young people's involvement in crime (including crimes of violence, vandalism, shoplifting, burglary and car crime) as both victims and offenders. Although adolescence is the time when involvement in crime peaks, few previous UK-based studies have attempted to provide a methodical and comprehensive understanding of adolescent offending on a city-wide basis. This book seeks a better understanding of adolescent crime by studying the relationship between individual characteristics (social bonds and morality and self-control) and lifestyles (as defined by delinquent peers, substance use and exposure to risky behaviour settings) and their joint influence on adolescent involvement in crime, against the backdrop of the juveniles' social context - taking into account family, school and neighbourhood influences. The findings of this study suggest the existence of three main groups of adolescent offenders; propensity induced offenders, life-style dependent offenders and situationally limited offenders, groups of offenders having different causal backgrounds to their crime involvement, and who therefore may warrant different strategies for effective prevention.
This book examines young people's involvement in crime (including crimes of violence, vandalism, shoplifting, burglary and car crime) as both victims and offenders. Although adolescence is the time when involvement in crime peaks, few previous UK-based studies have attempted to provide a methodical and comprehensive understanding of adolescent offending on a city-wide basis. This book seeks a better understanding of adolescent crime by studying the relationship between individual characteristics (social bonds and morality and self-control) and lifestyles (as defined by delinquent peers, substance use and exposure to risky behaviour settings) and their joint influence on adolescent involvement in crime, against the backdrop of the juveniles' social context - taking into account family, school and neighbourhood influences. The findings of this study suggest the existence of three main groups of adolescent offenders; propensity induced offenders, life-style dependent offenders and situationally limited offenders, groups of offenders having different causal backgrounds to their crime involvement, and who therefore may warrant different strategies for effective prevention.
Övningsboken har varierade övningstyper, i stor utsträckning dialoger, för både muntlig parträning och skriftlig enskild produktion. Översättning från svenska till franska används i de sammanfattande övningar som spänner över flera grammatikmoment. I innehållsförteckningen finns hänvisningar till Modern fransk grammatik, avsedd för åk 9 i grundskolan, gymnasieskolan, vuxenutbildning och studier på universitetsnivå.
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