#Gleerups | Explore Tumblr Posts and Blogs

jannickej · 18 days

Text

Källkritik. Människor, teknik och samhälle Olof Sundin Gleerups

#Källkritik #Olof Sundin #Gleerups #korrektur

0 notes

lesser-known-composers · 3 months

Text

youtube

Jacques-Martin Hotteterre (1674-1763) - Sonates en trio, Œuvre IIIe Quatriéme sonate

Prelude, Fugue, Grave, Gigue

Mai Kamstrup Mogensen - travers Kirsten Aage - blokfløjte Adam Grauman - gambe Søren Gleerup Hansen - cembalo

#Jacques-Martin Hotteterre #baroque music #Youtube

2 notes · View notes

mickeslibrary · 6 years

Photo

C.S. Lewis: Från Helvetets brevskola (The Screwtape Letters and Screwtape Proposes a Toast). Cover by C.S. Lewis. Gleerups, Sweden, 1965.

#c.s. lewis #religion #gleerups #fiction

1 note · View note

honeyburn-books · 5 years

Photo

#Swedish #Sweden 1950 #Drömslottet L. M. Montgomery ##Swedish #Sweden #Drömslottet L. M. Montgomery #Gleerups #oldbooks #vintagebooks #rarebooks Gleerups #oldbooks #vintagebooks #rarebooks https://www.instagram.com/p/B18glwKHSAQ/?igshid=1t588licmeuuh

#swedish #sweden #drömslottet #gleerups #oldbooks #vintagebooks #rarebooks

0 notes

dagenssvenska · 5 years

Note

det här är inte duolingo men jag mst säga engelskasakerna på gleerups läromedel är jääävligt creepy asså d påriktigt self aware jag ska screena lite o skicka bilder jag mst dela med mig av det här

Ser fram emot att se va gleerup is up to

#elsaara

4 notes · View notes

hedome · 2 years

Text

Etymology, Westrobothnian, Gååfft

Rietz, Johan Ernst, “Gååfft”, in Svenskt dialektlexikon: ordbok öfver svenska allmogespråket [Swedish dialectal lexicon: a dictionary for the Swedish lects] (in Swedish), 1962 edition, Lund: C. W. K. Gleerups Förlag, published 1862–1867, page 223 Alternative forms göft gooft Verb gååfft (preterite gåvtä) (intransitive) to smell (whether fragrant or offensive) Hä gåvtä bara bränvina bothi…

View On WordPress

#Gååfft #Westrobothnian

0 notes

iasmin-victor-oscar · 3 years

Text

Källförteckning:

Tryckta källor:

Arevik, Sten & Hartzell, Ove (2007). Att göra tänkande synligt: en bok om begreppsbaserad undervisning. Stockholm: HLS förlag.

Jönsson, Anders & Odenstad, Christina (2014). Bedömning i SO. Malmö: Gleerups.

Svanelid, Göran (2014). De fem förmågorna i teori och praktik: boken om The Big 5. 1. uppl. Lund: Studentlitteratur.

Elektroniska källor:

Göteborgs universitet, 2013 Ämnesprov,

https://www.gu.se/nationella-prov-i-samhallskunskap/2014-exempeluppgifter [Hämtad 20210917].

Kågström Scheilen, Chantal (u.å). Lärarens demokratiska uppdrag – en studie om hur svensklärare använder sitt ämne för att fostra demokratiska medborgare på gymnasiet. Språk och Estetiskt lärande. Uppsala universitet.

https://www.diva-portal.org/smash/get/diva2:726400/FULLTEXT01.pdf {Hämtad 20210903].

Lindholm. Jon (2007). Hur kan medierna bidra till demokratin? Medie- och kommunikationsvetenskap 2. Linköpings universitet. http://jonlindholm.se/wp-content/uploads/2014/03/Hur_kan_medierna_bidra_till_demokratin.pdf#:~:text=Sverige%20har%20vi%20en%20dagspress%20som%20har%20en,och%20medborgare%2C%20men%20skapar%20medierna%20en%20bra%20demokrati%3F [Hämtad 20210904].

MSB (2021). Källkritik.

https://www.msb.se/sv/amnesomraden/msbs-arbete-vid-olyckor-kriser-och-krig/psykologiskt-forsvar/kallkritik/ [Hämtad 20210904].

Pettersson, A. Poirier, D. Thörne Adrianzon, Å. Löfgren, G. Rådesjö, Kristin. Heath, C. Linder, J. Sjöstrand, J. Haikonen, V. Wetterstrand, P. Reimer, S. Flintberg, B. Jonsson, R. Åkerlind, F (2017). UHR, Kollektivet - ett spel om EU.

https://www.uhr.se/globalassets/_uhr.se/internationellt/eu-minuten/kollektivet-6.0.pdf [Hämtad 20210915].

Regeringen (u.å). Barnkonventionen som svensk lag. https://www.regeringen.se/regeringens-politik/barnkonventionen-som-svensk-lag/ [Hämtad 20210915].

Regeringen (2018). På lätt svenska: Vad är mänskliga rättigheter?. https://www.regeringen.se/regeringens-politik/demokrati-och-manskliga-rattigheter/fakta-om-manskliga-rattigheter/pa-latt-svenska-vad-ar-manskliga-rattigheter/ [Hämtad 20210915].

Skolverket (2011). Läroplan för gymnasieskolan.

https://www.skolverket.se/undervisning/gymnasieskolan/laroplan-program-och-amnen-i-gymnasieskolan/laroplan-gy11-for-gymnasieskolan [Hämtad 20210913].

Skolverket (2011). Samhällskunskap. https://www.skolverket.se/undervisning/grundskolan/laroplan-och-kursplaner-for-grundskolan/laroplan-lgr11-for-grundskolan-samt-for-forskoleklassen-och-fritidshemmet?url=1530314731%2Fcompulsorycw%2Fjsp%2Fsubject.htm%3FsubjectCode%3DGRGRSAM01%26tos%3Dgr&sv.url=12.5dfee44715d35a5cdfa219f [Hämtad 20210915].

Skolverket (2020). Sällsynt att EU integreras i undervisning om svensk politik. https://www.skolverket.se/skolutveckling/forskning-och-utvarderingar/artiklar-om-forskning/sallsynt-att-eu-integreras-i-undervisning-om-svensk-politik [Hämtad 20210915]

Skolverket (2021). Nationella prov i gymnasieskolan

https://www.skolverket.se/undervisning/gymnasieskolan/nationella-prov-i-gymnasieskolan [Hämtad 20210917].

Strömbäck. Jesper (2015). Demokratin och det förändrade medielandskapet i Låt fler forma framtiden!

http://miun.diva-portal.org/smash/get/diva2:882911/FULLTEXT01.pdf [Hämtad 20210903].

Sveriges Riksdag (2021) Grundlagarna.

https://www.riksdagen.se/sv/Sa-funkar-riksdagen/Demokrati/Grundlagarna/ [Hämtad 20210903].

Svensson Limsjö, Christian (2021) Föreläsning om medier och demokrati, Linköpings universitet.

0 notes

wolfy58 · 4 years

Text

1839 July Tuesday 23

SH-7-ML-TR-12-0007

Got upp 7 ¼ Went to bed 11 ½

Entered in Journal – our bookseller Gleerup has 37 letters of recommendation – to go to the George and Vulture Tavern Saint Michael’s Alley Cornhill London -

C.W.K Gleerup (1800-1871), famous bookseller.

1839 July Tuesday 23 (diary)

SH:7/ML/E/23/0089

SH:7/ML/E/23/0090

Got up 7 ¼ Went to bed 11 ½

Fine morning long in dressing – ready at 9 ¼ at which hour F 74 ¼ on the window seat – sun shining in – busy over 1 thing or other while Adney dressed – went to Mrs Todd’s at 10 to breakfast – café au lait and large dish of small good strawberries –

Had our bookseller with two recommendations letters of the payable gentleman about 10 ¾ – courier, it seems, to some English sporting gentlemen – explained to our bookseller the sort of place that of courier was and desired to see the man – he came soon after 11 – 5 Rigsgeld dollars a day, and we to pay all his expense of living and lodging – about what would these be? he could not possibly say – never would settle before hand what they charged in Norway therefore he could not calculate what we should have to pay –

On pressing him to calculate supposing us to travel on average six Norse miles a day, he said 60 dollars Banco a day – £150 should be taken for a month’s journey – enough thought I – I remarked upon this – said it staggered me – I would consider about it and let him have my [answer] thro’ Mrs Todd – he begged if I thought of getting a carriage, that he might be let know before I made the agreement that he might see to the wheels etc. – I said I should say nothing about this at present – it was now near 12 –

Sent Gross with Anderson to see if the banker merchant Carnegie was at home – no! gone to England and his partner also away – but went there – the clerk could not give me money for £25 circular number 8582 till 4 a.m. but gave me 50 D.B. in account to pay our coachman –

Then to our bookseller – explained about the courier – his calculation had alarmed me – 60 D.B. a day too much – they stared – then bought 2 volumes (my German Dictionary size i.e. small square size) Swedish and English Dictionary 6 D.B. and vocabulary Swedish Danish German French English and Italian 2 D.B. and Swedish grammar 36 skillings – no English Swedish grammar now to be had out of print – would send an old cashiered for drunkenness but now sobered Lund reverend professor of languages to give me a lesson in Swedish at 4 p.m. –

I had told our bookseller this morning I would give him a letter (he is going to Brussels Paris and London) to Mr Bewsher at our London Custom House – but seeing that our friend had already got 37 letters of introduction I saw he had enough and told him the letter to Mr Bewsher would really be of no use – I took the house he is recommended to in London doubtless good for him – George and Vulture Tavern Saint Michael’s Alley Cornhill – he is taking his wife’s sister to Paris to finish her singing education – 4 masters recommended – Lablache and Rubini 2 of them – I said Rubini was perhaps the best in Europe? –

Sauntered along the pier – one of the steamers gone (at 5 a.m.) the other waiting till Thursday – had walked thro’ the Etablissement des Bains – pretty building with circular portico front towards the water and a little flower garden ground roses etc. and gravel walks in front to the edge of the pier –

The Bath down right. Built in year 1830 by Alexander Keiller, out of use already in 1856.

Home about 2 – paid our coachman having him at Mrs Todd’s and having her and her secretary to help us – not dissatisfied with him, but it seems the forebud was in fault for our being so long en route – the man I had promised him 10 Rigsgeld dollars – no! thought all was paid when I had given him the 33+ Dollars B. it ended in my giving 2 D.B. for the forebud saying I was not satisfied with him –

And then at the coachman’s request I wrote ‘I am quite satisfied with John Harder and much obliged to Mr Munthe – I was thirty three hours and a half in performing the journey that is till half past three yesterday afternoon – Göthenborg. Tuesday 23 July 1839 A Lister’ –

Then came here (our lodging) and sat down to write – about 4, had a young man from the bank with the remainder of the money exchange 11 dollars 32 skillings Banco – therefore Mr Munthe got 1 dollar 32 skillings banco x 15 = 25 dollars Banco!!! besides probably a premium upon coachman, harness, etc. –

The banker merchants clerk just gone when John Vanderholm recommended by Mrs Tod came to offer as servant to go with us to Norway – a swede – tanner by trade which he learnt in London and married an Englishwoman – she is here – his trade failed him – he does what he can to get a living – has 8 children – asks 3 Dollars Banco per day, but then he pays for himself – calculated expense – he said at utmost 3 horses cannot average more even in Norway than 2 D.B. per mile

Dollars Skillings

Banco Banco

1 dinner . 1. 00

1 breakfast . 0. 32 a hot supper same as a dinner –

1 bed . . 0. 32

1 supper cold 0. 32

3. 00 x 2 = 6 D. B. for Adney and myself

3 – – – – for the servant

9 D. B. a day exclusive of posting should sometimes go 12 Norse miles a day –

All this seems more likely to suit us, yet the man has never been in Norway – but he can speak to be understood by the Norsemen – speaks English like an Englishman and perhaps our own travelling knowledge and hand book will suffice –

Had just written so far (from line 8 inclusive of page 168) now at 7 40/.. p.m. – dinner at 8 – then went to look at the little open carriage for Norway – 200 Rigsgeld dollars without harness or anything – But if not much worse, will give me half price, 100 Rigsgeld dollars for it on our return – dinner and looking about the carriage till 9 ¾ – then while Adney had Grotza, sat reading the memoir and translation of Cassandra of Lord Royston till 11 at which hour F 70º fine day till about between 2 and 3 when heavy shower – and showers afterwards –

Margin notes: 33 ½ hours from Helsinborg to Göthenborg

John Vanderholm

#sweden 1839 #anne lister #ann walker #anne lister code breaker #gothenburg

0 notes

jannickej · 18 days

Text

Sexualitet, identitet och relationer i skolan. F–6 och fritidshem Jenny Bengtsson och Eva Bolander (red.) Gleerups

#Jenny Bengtsson #Eva Bolander #Gleerups #språkgranskning

0 notes

pedagogplutt · 4 years

Text

Ordlista & Referenslista

Ordlista:

Kapitel 1. Intro (om teknik och fenomen)

Eldklot

Meteor

Meteorit

Atmosfär

Fenomen

Material

Fantasi

Praktik

Teori

Flyta

Falla

Flyga

Sjunka

Teknik

Naturvetenskap

Vetenskap

Teknisk aktivitet

Tekniskt objekt

Teknisk kunskap

Teknisk vilja

Magi

Praktik

Verklighet

Kapitel 2. Normer och bärande idéer

Eldklot

Bärande Idéer

Kraft

Kapitel 3. Newton & Krafter

Newton (Sir Isaac Newton)

Rymden

Tyngdkraft

Tröghetslagen

Enhet

Längd

Vikt

Resulterande kraft

Likformig

Konstant

Luftmotstånd (Drag)

Kapitel 4 & 5: Atomer, Densitet & Praktik

Atomer

Densitet

Avancerad

Form

Energi

Grader

Syre

Brännbart

Kompakt

Värme

Smältpunkt

Kapitel 6: Energi & extrema ekvationer

Elektrisk Energi

Elektronik

Kemisk Energi

Lägesenergi

Termisk Energi

Skapa

Förstöra

Omvandla

Konstruera

Enorm

Acceleration

Tyngdacceleration

”Kapitel 7”: Avslutnings-låt

Undervisning

Antagande

Verklighet

Mening

Pyromani

Kompetens

Referenslista:

http://hyperphysics.phy-astr.gsu.edu/hbase/Geophys/meltrock.html https://www.quora.com/What-is-the-melting-point-of-rocks https://www.sciencefocus.com/science/the-thought-experiment-how-fast-would-i-have-to-run-to-catch-fire/

https://www.grc.nasa.gov/www/k-12/airplane/termv.html?fbclid=IwAR0q98uGeX1cMxvy6yozpgedrUrIDMWSqBRKfiIh45iozpEi75v60d6nOa0

https://www.amsmeteors.org/fireballs/faqf/#12

https://www.youtube.com/watch?v=NwCyN3ZYxKc

https://youtu.be/0-MhE0J9Tx8?t=116

https://en.wikipedia.org/wiki/Mass%E2%80%93energy_equivalence

https://www.matteboken.se/lektioner/skolar-9/geometri/klot-och-sfarer

https://en.wikipedia.org/wiki/Clarke%27s_three_laws

https://sv.wikipedia.org/wiki/Teknologi

https://ckfysik.se/fy1/text_formler_fy1.pdf

https://sv.wikipedia.org/wiki/SI-enhet

https://libris.kb.se/bib/559317 Rönnlund, Bo (1990). Teori och experiment för lärare och elever D. 1. 3. tr. Luleå: Norrlands skolkonsult

https://libris.kb.se/bib/17448782 Axell, Cecilia (2015). Barnlitteraturens tekniklandskap: en didaktisk vandring från Nils Holgersson till Pettson och Findus. Diss. Linköping : Linköpings universitet, 2015

https://libris.kb.se/bib/14817319 Jensen, Mikael (2013). Lekteorier. 1. uppl. Lund: Studentlitteratur

https://libris.kb.se/bib/19646118 Areskoug, Mats (2016). Naturvetenskapens bärande idéer: för förskollärare. Malmö: Gleerup

https://libris.kb.se/bib/16371623 Angelo, Elin & Sæther, Morten (2014). Barnet och musiken: en introduktion i musikpedagogik för förskollärare. 1. uppl. Malmö: Gleerup

UNDERVISNING I FÖRSKOLA - Flerstämmig undervisning och sambedömning i förskolan? 2016:1 – Referensmaterial för deltagare i FoU-programmet

0 notes

lo-lynx · 4 years

Text

Why you gotta go and make things so political?

Feminists and likeminded folx are quite often accused of bringing politics into things unnecessarily. We are accused of being a killjoy, of ruining family dinners by disagreeing with the racist relative, etc. In the words of feminist theorist Sara Ahmed: “We become the problem by describing the problem.” (2017, 39). I’ve certainly done my fair deal of killing joy, both in life in general, and on this blog in specifically. Here I’ve brought politics into the Harry Potterbooks, A Song of Ice and Fire, His Dark Materials, etc (...several times for all of those). So why do I, and so many others insist on doing this? Well, that’s what I’m going to try to explain in this text.

From a more academic/scholarly point of view, a lot of different fields analyse gender, sexuality, ethnicity, class etc in works of fiction. For instance, Swedish literary and art scholars Linda Fagerström and Maria Nilsson writes this about analysing gender in mass media:

Every Swedish consumer of media consumes around six hours of media each day. Therefore, it is not surprising that media has a big influence on us. Our values and views on things like our rights and responsibilities in a democratic society are impacted by this. It is therefore central to ask how media portrays for instance men and women. It is highly likely that we are impacted by these portrayals, and the values that they carry with them. (2008, 25) [My translation]

Furthermore, as literary scholar Rita Felski writes, “(…) trying to hold literature and the social world apart is a Sisyphean task: however valiantly critics try to keep art pure, external meanings keep seeping in.” (2003, 12). As she also points out, many literary critics try to look at the context in which a literary work was written, why would that not involve analysing for instance gender? (ibid, 14). I could of course cite countless more texts that say similar things, but the point is that scholars from several different fields agree that gender and other social categories should be analysed in media, partly because they always influence media and partly because media influences us, the consumers.

Now, I want to look at a slightly different point. In the text that I previously cited by Rita Felski, she also writes about why critics might be hesitant to analyse specifically gender:

Yet if bringing in social contexts and meanings is part of business as usual in literary critics, why is there so much fuss about expanding this framework to include gender? One reason, I think, lies in the current challenge to the universality of art. This is the sticking point, the place where traditional critics and feminist critics often seem to be speaking different languages. While scholars have often looked at the social conditions that shape literature, they have also believed that it transcends those conditions. Great art speaks beyond its time and place; and, what is more, it speaks to everybody. Defying details of history and context, gender, ethnicity, or creed, it embodies quintessential truths. Literature is universal because it speaks to a common, shared humanity. Feminists, however, often have a hard time with this universality. They point to a very long history of equating the male with the universal and seeing the female as the special case. (2003, 14)

Now, Felski is of the opinion that art/literature can transcend its context, while it is still important to analyse that context. But what I want to focus on is this idea that by bringing in gender (or sexuality, race, ability etc) one disturbs the idea of universality. As Felski writes, many feminists have critiqued this idea. It is also a central part in what is often called “feminist science critique” (Grahm & Lykke 2015, 78). One aspect of this is questioning the idea that the male is universal and neutral. For example, researchers have noted that medical research often uses male patients, which skews results (ibid, 80). In the case of heart disease research, this has led to researchers missing differences in symptoms between men and women, leading to treatment not working optimally. Other gender researchers have argued for research (in this case mostly in social sciences and humanities) to have its starting point with those least privileged, not the opposite (ibid, 82). Yet again other researchers, perhaps most famously Donna Haraway, argue that it is important to be critical of the idea of the objective scientist (ibid, 87). Is it possible to be completely objective when we are all part of the world that we study? Haraway would say no, therefore the scientist must always consider their own position and how that might affect their analysis.

This transitions me into my next question: what is neutral and apolitical? In her book “Feminist theory: from margin to center” bell hooks writes that oftentimes white women presume that their experience (as women) is universal, and that political reforms that benefit them will benefit all women (1984, 2). She further points out that when black women have questioned this, they have been seen as a problem, a threat to the unity of feminist sisterhood. So, just as science and research oftentimes have a male bias, feminism has a white (and heterosexual, cisgender, middleclass, able bodied etc) bias. What we can learn from these perspectives then, is that what is deemed universal and neutral seems to be that which applies to the groups in society that has the most power. But what we can also learn is that when such norms are questioned, those doing the questioning are seen as the ones being political and/or a problem. As if it’s more political to argue for change than to argue for the status quo. Once again, I want to return to what Sara Ahmed writes: “when you expose a problem you pose a problem” (2017, 37). By not keeping quiet about what you perceive as an injustice you cause a scene, you make everyone uncomfortable by making them consider the political implications of what is being said, you become the problem. Not ignoring the problem or shrugging it off has consequences: “by not doing something we will be perceived as doing too much.” (Ahmed 2017, 36)

So, this is why I keep on insisting on being political. Because I believe that we can see our social world reflected in the fictional worlds we consume. Because I believe that those fictional worlds influence our social world(s). Because I believe that our social world is inherently political, and to ignore that is to assume that the status quo is neutral. Now, you don’t have to agree with my views or my analysis! But I’ll keep on writing them down. As Sara Ahmed writes, sometimes when you speak up you will cause unhappiness (2017, 258). People will label you as a killjoy, the bringer of unhappiness. Yet we must persist in pointing out these problems, and support others who do, because:

Audre Lord once wrote ‘Your silence will not protect you’ (1984a, 41). But your silence could protect them. And by them I mean: those who are violent, or those who benefit in some way from silence about violence. The Killjoy is testimony. (Ahmed 2017, 260)

My point is not that you must share my every opinion. Rather, my point is that not taking a stance is not neutral. Of course, no one has the energy to stand on the barricades of every cause all the time. That would be exhausting. I’m not advocating for that. I just want people to realise that most everything in life is political in some way, and to deny that is political as well. Sorry. So, yeah, I’ll keep on being political.

References

Ahmed, Sara. 2017. Living a Feminist Life. Durham: Durham University Press

Fagerström, Linda & Maria Nilsson. 2008. Genus, medier och masskultur. Malmö: Gleerup

Felski, Rita. 2003. Literature after Feminism. Chicago: University of Chicago Press

Grahm, Jessica & Nina Lykke. 2015. “Ontologi och epistemologi i feministiskt tänkande”, in Feministiskt tänkande och sociologi: Teorier, begrepp och tillämpningar, eds Hedenius, Anna, Sofia Björk & Oksana Shmulyar Gréen, 77-95. Lund: Studentlitteratur AB

hooks, bell. Feminist Theory from Margin to Center. Boston: South End press.

Note: I used the Grahm and Lykke text here because I happened to have that book on hand. If anyone wants a source in English about feminist science critique, I can recommend looking up work by for instance Sandra Harding, Lynda Birke, Karen Barad, and Donna Haraway.

#feminism

1 note · View note

honeyburn-books · 5 years

Photo

#Swedish #Sweden 1952 Anne På Grönkulla L. M. Montgomery #Gleerups lovely old book #oldbooks #vintagebooks #rarebooks #forsale in our #ebayshop see bio for link https://www.instagram.com/p/B18fBkuHRSA/?igshid=18bzs9icc65na

#swedish #sweden #gleerups #oldbooks #vintagebooks #rarebooks #forsale #ebayshop

0 notes

perpicturescom · 5 years

Photo

Hur ser framtiden ut för digitala läromedel? Vad är kvalitet? Hur skapt man en kreativ produktion som ligger i framkant? @gleerups och trevligaste teamet. #work #onestepahead #digitalaläromedel #framkant #digitalproduction #skola #creativesolutions #illustration #art #pedagog #artdirector #mylifeasanillustrator (at Gleerups Utbildning) https://www.instagram.com/p/B2B_N4MCG0c/?igshid=1vmuoygowdbej

#work #onestepahead #digitalaläromedel #framkant #digitalproduction #skola #creativesolutions #illustration #art #pedagog #artdirector #mylifeasanillustrator

0 notes

aioinstagram · 6 years

Photo

Gleerups Så kan den nationella IT-strategin för skolan bli en framgång is Trending on Monday January 15 2018 http://www.aioinstagram.com/gleerups-%e2%80%8bsa-kan-den-nationella-it-strategin-for-skolan-bli-en-framgang-is-trending-on-monday-january-15-2018/

Mynewsdesk (pressmeddelande) says: Så kan den nationella IT-strategin för skolan bli en framgång