Search

Skolämnet matematik är för många elever ett utmanande ämne och motivation är en avgörande faktor för att lära sig och också orka kämpa vidare när det är svårt. Det finns olika teorier om vad som påverkar motivationen och i denna uppsats så har vi valt ut fyra teorier som vi undersökt närmare, för att se om det finns något samband mellan hur högstadieelever skattar sin självtillit, självkänsla, motivation och självvärdering av ämneskunskaper. Vi gjorde en kvantitativ undersökning där studiens data utgjordes av enkäter som högstadieelever besvarade. Eleverna skattade sig själva utifrån en femgradig skala på varje fråga hur väl de höll med på påståendet eller inte. Resultatet av studien visar på någragenomgående mönster. Dels är det en skillnad mellan könen där killarna skattar sig högre vad det gäller självkänsla, självtillit och självvärdering av ämneskunskaper. Dels en skillnad på hur könen skattar sig inom motivation där tjejerna skattar sig högre än killarna. Något som motiverar eleverna i hög grad är att lyckas på proven vilket ligger i linje med vad forskning visar.

Grotesque bodies in the Swedish folkhem: Improper aesthetic and rhetoric in the magazine PUSS 1968–1974 In an analysis of the Swedish satirical magazine PUSS (1968–1974) this article explores what is considered as improper rhetoric and aesthetic in the public sphere. It draws on theories of representation and the culture of carnival laughter and the grotesque as well as research on the Swedish folkhem and satire and democracies. I coin the concept demogrotesque-atic in order to capture how PUSS, by using comics, grotesque bodies and carnivalesque, improper rhetoric and aesthetics, makes visible fundamental challenges to democratic societies. I argue that the magazine’s representational practices highlight the function of what is often considered ‘filth’ in the public sphere and the central role the grotesque body plays in upholding – and breaking – boundaries of propriety. I interpret this as important democratic work, and demonstrate that while the satire in PUSS is situated in a specific time and place, it is also part of a longstanding literary and artistic tradition.

Syftet med detta arbete är att öka kunskapen om vilka didaktiska val som lärarna gör när de undervisar i redovisning/dubbel bokföring vid gymnasieskolans Ekonomiprogram vid olika gymnasieskolor i Skåne, samt hur eleverna upplever de använda metoderna. Undersökningen av lärarnas metodval har genomförts med hjälp av semi-strukturerade intervjuer med tre lärare från två olika skolor. För att göra urvalet så rikt som möjligt har lärare från olika skolor och med olika lång tid i yrket intervjuats. Även beträffande urvalet av elever har det gjorts för att få ett så rikt urval som möjligt. Informationen från eleverna har inhämtats med hjälp av enkäter, eleverna studerar på gymnasieskolans Ekonomiprogram och kommer från tre olika skolor, en kommunal skola, en friskola med allmän inriktning och en friskola med idrottsinriktning. Frågeställningar som besvarats med hjälp av materialet är: Vilka metoder använder lärarna på de gymnasieskolor jag undersökt för att lära ut dubbel bokföring? Har de aktivt valt bort vissa metoder? Varför? Vilka metoder föredrar eleverna för inlärning av dubbel bokföring? Ur materialet kan utläsas att lärarna gör sina val på grundval av beprövad erfarenhet, till viss del med stöd från klassiska pedagogiska teorier. Nyare metoder sådana som t e x digitala bokföringsprogram har till stor del valts bort då man anser att dessa tar för lång tid för eleverna att lära sig i förhållande till effekten. Ur materialet kan vidare utläsas att lärarna till en del använder praktikfall och studiebesök i sin undervisning men även där är de tveksamma till verkningsgraden. Nyare forskning har ingen påverkan på lärarnas didaktiska val. Eleverna, föredrar när läraren har genomgångar vid tavlan och de sedan får ägna sig åt eget arbete under lärarens överinseende. Eleverna är dock mer positiva till digitala hjälpmedel som t ex ”flipped classroom” än sina lärare. När materialet från intervjuerna med lärarna läggs samman med resultaten från enkäterna angående hur eleverna upplever de valda metoderna utkristalliseras tre begrepp med stort förklaringsvärde: Mellanmänsklighet, förförståelse och digital förstärkning. Undersökningen är explorativ till sin karaktär och materialet är litet. Eör att kunna dra mer långtgående slutsatser krävs fler och mer varierade undersökningar.

Multiple functional challenges in the use of pharmaceutical packaging reveal a great need of packaging to be designed inclusively. This study investigates patient involvement in the pharmaceutical packaging design process by analysing interview data from representatives of the pharmaceutical and packaging industry. Four main themes related to patient involvement were uncovered: patient expertise levels, patient involvement modes, factors encouraging patient involvement, and factors discouraging patient involvement. Passive patient involvement modes were found to be dominant due to regulations and a traditional perspective regarding physical testing. However, active patient involvement modes were identified, motivated by empathy and understanding of the lives of patients. The pharmaceutical packaging design process is complex and involves multiple stakeholders. The research findings can inspire more industry practitioners and policymakers to design pharmaceutical packaging that is inclusive and with consideration of a broader spectrum of patients’ needs. Open Access

Hjärtsvikt är en kronisk sjukdom med hög prevalens och avgörande för prognosen är patientens följsamhet till rekommenderad läkemedelsbehandling. Bristande följsamhet till läkemedelsbehandling vid hjärtsvikt har visat sig vara vanligt förekommande och leder till ökat antal sjukhusinläggningar och ökad mortalitet. Trots denna vetskap är det en hög andel patienter som inte tar sina ordinerade läkemedel. Syftet var att, ur patienters perspektiv, belysa faktorer som påverkar deras följsamhet till läkemedelsbehandling vid hjärtsvikt. Som metod användes en litteraturöversikt med sökningar i databaserna CINAHL, PubMed, Medline och PsychINFO. Totalt inkluderades 15 artiklar med både kvalitativa och kvantitativa ansatser. Artiklarna granskades och en integrerad analys användes där likheter och skillnader sammanställdes till ett resultat. Resultatet utformades till fyra huvudkategorier som handlade om faktorer som påverkade patienternas förmåga att följa läkemedelsbehandlingen, följsamhetsfaktorer relaterade till vårdsystemet, patientens psykosociala, emotionella och ekonomiska aspekter samt patientens upplevelser av läkemedelsbehandlingens komplexitet. Till samtliga kategorier ingick ett flertal subkategorier. Faktorer som patienterna upplevde påverka deras läkemedelsföljsamhet visade sig vara individuella, multipla och varierande. Genom resultatet kunde slutsatsen dras att faktorerna som påverkade patienternas följsamhet till läkemedelsbehandling var många och varierande. Ett personcentrerat förhållningssätt är avgörande för att kunna hjälpa patienten på ett individuellt sätt.

QC 20211104

Thoroughly considering and optimizing packaging systems can avoid food loss and waste. We suggest a number of issues that must be explored and review the associated challenges. Five main issues were recognized through the extensive experience of the authors and engagement of multiple stakeholders. The issues promoted are classified as follows: (1) identify and obtain specific data of packaging functions that influence food waste; (2) understand the total environmental burden of product/package by considering the trade-off between product protection and preservation and environmental footprint; (3) develop understanding of how these functions should be treated in environmental footprint evaluations; (4) improve packaging design processes to also consider reducing food waste; and (5) analyze stakeholder incentives to reduce food loss and waste. Packaging measures that save food will be important to fulfill the United Nations Sustainable Development goal to halve per capita global food waste at the retail and consumer levels and to reduce food losses along production and supply chains. Funding agencies: European Union grant through the Interreg Sweden-Norway program; VINNOVA, Swedens Innovation Agency, project Vinnvaxt; Foundation for Research Levy on Agricultural Products (Oslo, Norway) [NFR 262306]

Syftet med studien är att få en förståelse av bilden av funktionsnedsättningen språkstörning som den beskrivs av speciallärare, specialpedagoger, special-/talpedagoger och logopeder. Det finns ett behov av att utforska området då tidigare forskning gällande dessa yrkeskategoriers syn på språkstörning tycks vara begränsad. Arbetet genomfördes utifrån en kvalitativ forskningsansats, inspirerad av fenomenografin, där halvstrukturerade intervjuer användes som datainsamlingsmetod. Tretton informanter med anknytning till specialpedagogiskt arbete valdes ut genom ett kriteriestyrt urval. Intervjuerna spelades in, transkriberades, sorterades och kategoriserades i olika teman: Bild av språkstörning, Konsekvenser, Framgångsfaktorer, Organisation på olika nivåer samt Tiden efter grundskolan. I resultatet växte en bild av en komplex och svår diagnos fram. Informanterna var överens om att funktionsnedsättningen förde med sig stora konsekvenser både för elevens kunskapsutveckling och sociala relationer. Trots det kunde flera framgångsfaktorer lyftas fram då informanterna menade att det finns hjälp att tillgå. Den egna kunskapen om språkstörning varierade. De flesta menade att trots gedigna baskunskaper och en bra grund att stå på finns det alltid mer att lära. Vissa informanter önskade ökad fortbildning för att bättre kunna möta behovet i sin yrkesroll och mer om språkstörning redan i lärarnas grundutbildning eftersom de upplevde att kunskapen hos undervisande lärare rent allmänt är bristfällig, även om den under senare år har blivit bättre. Då språkstörning är en svår diagnos att förstå sig på skulle ett samarbete med logopeder i skolan eller någon form av språkklasser kunna vara ett alternativ till att förbättra verksamheten. Hur tiden efter grundskolan kan te sig för de som har språkstörning upplevde informanterna som svår med begränsningar både i sociala sammanhang och i möjligheten till yrkesval. I studien framkom ett relationellt perspektiv på funktionsnedsättningen då informanterna ansåg att den fysiska lärmiljön samt lärares kunskap och förmåga att anpassa undervisningen har stor betydelse för hur elever med språkstörning klarar av sin skolgång, både kunskapsmässigt och socialt. Även ett kategoriskt perspektiv framträdde då behovet av att kartlägga och diagnostisera de elever som uppvisar språkliga svårigheter finns. Kunskap om språkstörning efterfrågades på alla nivåer, men främst på samhälls- och organisationsnivå, där politiker, chefer och rektorer måste se till att det finns förutsättningar för dessa elever att få det stöd och bemötande de har rätt till.

Bakgrund: Ångest är vanligt förekommande hos patienter med hjärtinfarkt, som ett svar på ett hotande tillstånd. Ångest kan ha en negativ inverkan på återhämtningen och leda till komplikationer, reinfarkt och för tidig död. Syfte: Att identifiera omvårdnadsåtgärder som kan minska patientens ångest efter en hjärtinfarkt. Metod: En litteraturöversikt där 15 kvantitativa artiklar har granskats för att få en överblick av kunskapsläget. För analys har Fribergs (2017) trestegsmodell använts. Resultat: Samtliga inkluderade patienter genomgick omvårdnadsåtgärder, enskilt eller i olika kombinationer, i syfte att finna ångestreducerade åtgärder. Litteraturöversikten ger indikationer på att omvårdnadsåtgärder så som information, utbildning, rådgivning, fysisk aktivitet samt stresshantering, var för sig eller i olika kombinationer, signifikant reducerar ångestnivån hos patienter med hjärtinfarkt. Signifikant ångestreduktion sågs i tolv av de 15 artiklarna. Slutsats: Hjärtrehabilitering som innehåller omvårdnadsåtgärder som information, utbildning, rådgivning, fysisk aktivitet samt stresshantering, har visat på positiva effekter på ångestnivåerna och bör erbjudas alla patienter som genomgått en hjärtinfarkt.

Syftet med föreliggande examensarbete är att undersöka övergången från förskola till förskoleklass utifrån organisations, grupp- och individnivå. Vi har valt att undersöka handlingsplaner kring övergångar, specialpedagogens roll och pedagogernas erfarenheter kring övergångar från förskolan till förskoleklassen men även vårdnadshavare upplevelser av sina barns övergångar från förskola till förskoleklass.Vår studie bygger på ett relationellt perspektiv, där vi utgår ifrån att barnet är en del i ett sammanhang och att barnet lever i olika världar. Specialpedagogik är ett flervetenskapligt kunskapsområde som hämtar sin grund i pedagogik men även områden som psykologi, sociologi, medicin och teknik bidrar till kunskapsutveckling. Anknytningsteorin är en stor del i studiens förståelse av förskolans verksamhet men även gränsteori och övergångsteorier till en viss del. Det systemteoretiska perspektivet används för att belysa ett komplext samspel mellan många olika faktorer på olika nivåer som grund för utveckling och lärande.Vi har genomfört en studie med hjälp av metodtriangulering och då i form av textanalys, enkäter och intervjuer.Resultatet visar att lärarna i studien följer handlingsplanen och de upplever att de har nytta av överlämningsdokumentet i det initiala mötet med barnen. Samtidigt efterlyses mer information kring barnets specifika egenskaper och behov; ett mer utförligt dokument. Båda specialpedagogerna lyfter frågor kring överlämningsdokumentets validitet och existens eftersom de anser att det formuleras så olika i dem. Det efterfrågas rutiner kring hur utformandet av dokumentet ska se ut. Båda vårdnadshavarna upplever att övergången till skolan inte blev som de hade förväntat sig fastän texten i överlämningsdokumentet stämde överens med hur de uppfattade sitt barn.

Packaging has a fundamental role in ensuring safe delivery of goods throughout supply chains to the end consumer in good condition. It also has great potential to contribute to sustainable development. This paper explores and provides insights on Swedish consumer perceptions and knowledge of environmental aspects of food packaging and elaborates on how these can contribute to or counteract environmentally sustainable development. A study based on a consumer survey carried out in Sweden is presented. A review of recent packaging research emphasizes the protective function of packaging as its most important contribution to the environmental dimension of sustainable development. Contrary to this, consumers almost exclusively refer to the packaging material when it comes to their perceptions of the environmental impact of packaging. Paper-based packaging is strongly understood by the surveyed consumers to be environmentally advantageous, whereas plastic and metal are not. This study further indicates that a majority of the Swedish consumers surveyed are aware of their shortcomings in judging the environmental status of food packaging, indicating a need for guidance; otherwise, consumer choices can unintendedly counteract environmentally sustainable intentions.

Tidigare forskning visar att matematikundervisning i väldigt stor utsträckning domineras av tyst arbete i lärobok. Nu rådande läroplan betonar kommunikation. Denna studie syftar till att undersöka om läromedel i matematik kan bidra till att elever i årskurs 1-3 utvecklar sitt matematiska språk och sin kommunikativa förmåga. Studien baseras på tre läromedel i matematik för årskurs 1-3, ett läromedel per årskurs. Med hjälp av kvantitativ och kvalitativ innehållsanalys granskades materialet utifrån de teoretiska utgångspunkterna ramfaktorteori och läroplansteori samt med en socio-kulturell syn på lärande.Resultaten visar att läroboken som enda ramfaktor inte möjliggör en kommunikativ matematik enligt läroplanens mål. Med stöd av lärarhandledning finns det emellertid stora möjligheter för läraren att skapa ett klassrum med interaktion och kommunikation. För att stimulera till en undervisning med rätt terminologi förutsätter detta att lärarens språk fungerar som ett medierande verktyg. Previous research shows that mathematics teaching is very dominated by quiet textbook work. Current curriculum emphasizes communication. The aim of this study is to investigate whether textbooks in mathematics can help pupils in grades 1-3 develop their mathematical language and communication skills. The study is based on three textbooks in mathematics for grades 1-3, one textbook per grade. The material was examined by using quantitative and qualitative content analysis. The theoretical perspectives used were frame factor theory and curriculum theory, with a sociocultural view of learning.The results show that the textbook as a single frame factor does not allow communicative mathematics according to the objectives of the curriculum. However, with the support of the teacher's guide, there are great opportunities for the teacher to create a classroom with interaction and communication. To stimulate teaching with the correct terminology, this requires that the teacher’s language acts as a mediating tool.

This investigation aims to explore the motivating factors behind the decision to engage in informal self-employment within ethnic economies. Through a series of semistructured qualitative interviews with Latin American immigrant women participating in informal self-employment in Stockholm, this study focuses on the ways in which agency and structure can influence economic decisions. Using the theory of mixedembeddedness, the results show that participating in informal self-employment can be understood as both a product of capitalizing on available social and ethnic resources, as well as the outcome of limited opportunities in traditional labour markets. While social and ethnic networks facilitate informal exchanges and provide an environment in which alternative employment opportunities become available, the decision to start an informal enterprise correlates with a lack of other opportunities, due to factors such as discrimination, a lack of language skills, limited access to start-up capital and a complex institutional context for small-scale entrepreneurs.

Syftet med studien är att undersöka teaterlärares didaktiska syn på ämnet teater i gymnasieskolan och vilka faktorer som påverkar lärarnas arbete i deras strävan att nå sina pedagogiska visioner i praktiken. Undersökningen sker utifrån följande frågeställningar: Vilka pedagogiska visioner har teaterlärarna för sin undervisning i ämnet teater på gymnasieskolan? Vilka faktorer påverkar lärarna i deras strävan att nå sina pedagogiska visioner? Studien bygger på kvalitativa intervjuer och ett fokussamtal med tre gymnasielärare i teater. Den teoretiska utgångspunkten i undersökningen är sociokulturell teori. I analysen av intervjuerna ställs resultaten mot tidigare forskning med fokus på perspektiv på teater och drama. Studien visar på likheter och skillnader i lärarnas visioner och ger en gemensam bild av hur lärarna eftersträvar att elever ska känna gemenskap i gruppen och utvecklas på ett personligt plan.

Product innovation in highly complex and technological areas, such as medical technology, puts high requirements on innovation capability of an organization. Previous research and publications have highlighted organizational issues and learning matters as important and necessary for the development of innovation capability. Action learning require reflections of the ways things are carried out, changes in the current actions, implementation and improvement and thereafter another round of reflections as in the learning cycle. This might be difficult for one organization to carry out internally and therefore this research use a learning network method with several organizations involved in the learning cycle. The purpose of this article is to describe and discuss a learning network method used in a present research project carried out in the med tech industry. The research project aims at increasing the innovation capability of the participating organizations. The method used, is based on action learning and involves representatives from industrial partners, public health organizations, and academic partners. The different organizations run innovation projects over a time period of three years, and meet three times a year in learning network sessions with the purpose of developing knowledge by interaction between the projects and the different actors. During these learning network sessions the participants are facilitated to go through the different phases, reflections, new concepts, new actions, implementations and new reflections. The paper elaborates on theories of innovation capability and learning network. Furthermore, the action learning network structure, the experiences gained in the initial phases of the project, and experience of action learning and learning networks is presented. The importance of trust building between partners in the network in order to facilitate action learning and development of innovation capability is experienced and discussed, as well as the learning that takes place in the interaction between academics from different disciplines in collaboration with practitioners.

Delaktighet är ett centralt begrepp i vårt samhälle och i synnerhet inom hälso- och sjukvården. Det är därför av vikt att ytterligare belysa begreppet delaktighet ur ett patientperspektiv, för att få en ökad förståelse av dess innebörd. Tidigare forskning kring delaktighet är gjord inom olika sammanhang, exempelvis inom akut- och hjärtsjukvård och ofta från ett sjuksköterskeperspektiv. Syftet med studien är att beskriva förutsättningar för delaktighet så som detta erfars av patienter med cancersjukdom.Denna uppsats är en litteraturstudie med kvalitativ ansats där åtta självbiografier har analyserats. Att ta del av människors livsberättelser kan vara ett sätt att komma nära deras upplevda erfarenheter, tankar och känslor. Resultatet visade att kontinuitet med vården, möjligheten att kunna påverka sin situation samt en god dialog, som främjar trygghet skapade förutsättningar till delaktighet för patienten. Att mötas av samma vårdpersonal under en lång behandlingsperiod ger en nära och förtrolig relation. En god dialog innebär att patienten känner sig sedd och lyssnad till och blev bemött som en egen unik individ. Påverka sin situation kan innebära inflytande att bestämma planeringen av sin vård.Patientdelaktighet är ett fundamentalt mål i vården. Delaktighet är dock ett komplext begrepp att definiera. Patientdelaktighet är ett område som ständigt behöver belysas och reflekteras över. Vårdpersonal behöver kontinuerlig utbildning och träning i att lära sig att dela makt och kunskap med sina patienter. Vi hoppas att vår studie av självbiografier skall väcka nyfikenhet samt förståelse för människans behov av att reflektera kring existentiella frågor. Program: Specialistsjuksköterskeutbildning med inriktning mot distriktssköterska

This study investigated how selected packaging suppliers viewed innovations in food packaging, their role and the roles of other actors in the chain. Six companies and ten respondents were selected based on suggestions from previous interviews of retailers and food manufacturers. Data collection consisted of responses to specific questions followed by responses to open-ended questions. The results showed that many packaging suppliers are far removed from the end customers/consumers and out of touch with wishes and trends in the market, but that they have been responsible for many innovations in Sweden. This presents an opportunity for supply chain collaboration.

Industry and society want to recruit students who can work in team-based projects. Thus the task for educators in higher education is to prepare and provide such learning environments. However, assessment is one major challenge associated with enacting these learning environments. The literature advocates active team learning but then supports individual assessment modes. The purpose of this paper is to identify and elaborate on group assessment challenges for students and educators in project-based learning. The research is based on a literature review in the field of project-based learning and group assessment. It is empirically supported by action research in three classes of university engineering students. The findings point to an assessment dilemma, which requires a change in mind-set from individual to team/group grading. The students prefer group learning over written exams. However, when it comes to assessment, the majority want individual grading. Individual assessment is perceived as more fair but unnecessary for learning. Furthermore, a challenge identified by educators is to ensure that all individuals have achieved the learning outcomes. At the same time, they find it frustrating to make individual assessments when the course is based on group learning.

Föreliggande studie syftar till att vinna kunskap om hur barn uppfattar sin fysiska inom- samt utomhusmiljö på fritidshemmet med fokus på lokalernas utformning och användningsområden samt hur de upplever fritidshemmets utseende. Studien har genomförts på tre olika fritidshem med sammanlagt 16 deltagande barn som intervjuats i mindre grupper, dessutom har den valda metoden kompletterats med observationer av lokalerna. I resultatet redovisas barnens svar utifrån begreppen vila, rörelse och kreativitet. Barnens svar visar att de överlag verkar nöjda med sina respektive fritidshem och att de använder miljöerna på det vis de är avsedda att användas.

Today, food products are distributed all over the world. This has led to advantages in terms of availability but disadvantages in terms of more complex food supply chains. Global food competition is intense and therefore actors have started to adapt their mindsets toward a more holistic view and a supply chain perspective. In addition, food scares during recent years have turned focus towards food safety and traceability in a “farm-to-fork” perspective. The aim of this study is to explore and elaborate on challenges raised by supply chain traceability and on how traceability in food supply chains can add value to the actors. The theoretical findings are combined with empirical input from a case study within a food supply chain. To achieve a value-added approach to traceability this study shows the need to go beyond regulatory demands. The literature study indicates and the case study confirms that gaining supply chain traceability raises challenges for supply chain actors. The study also shows that supply chain traceability can be value-adding for supply chain actors. The added values gained through supply chain traceability can enable synchronisation of the supply chain.

Business success is the result of focusing enhancement of the total performance of the supply network. While all products need packaging in different stages in the supply network, packaging producers deliver into a “core” network. Thus they are seldom an integrated actor of the core supply network. Consequently, the more the package and product development can be functionally combined, and integrated to the supply chain system, the greater the possibility of being competitive. This is accepted theoretically, however, industrial consequences are not yet highlighted since empirical knowledge about packaging effects on the entire production and supply network is limited.

Titel: Genus, skolan och barnet - En kritisk diskursanalysFörfattare: Maria Henningsson och Annika OlssonDetta arbete är en kritisk diskursanalys med fokus på talet om kön och genus, i förskolan och skolan. Syftet är att finna mönster, om det önskvärda respektive icke önskvärda barnet, som framträder i utvalda texter inom genusforskningen och genuspedagogiken. Relaterat till detta vill vi även närmare undersöka vilka föreställningar verksamma pedagoger har om genuspedagogik. De centrala frågeställningarna är: Vilka normativa föreställningar, såväl traditionella som nyare könsroller, framträder inom genusforskningen och genuspedagogiken? samt: Vad anses som önskvärda respektive icke önskvärda egenskaper hos barnet? Arbetet bygger på kvalitativa metoder i form av intervjuer och kritisk diskursanalys där metod och teori tillsammans hänger ihop. Grunden för vår undersökning är Faircloughs teori om den tredimensionella modellen (Fairclough, 1992). Vår undersökning har tydliggjort att traditionella och stereotypa föreställningar om könsroller fortfarande är starka inom förskola och skola. Samtidigt har det blivit tydligt att det pågår ett arbete med att implementera nyare och mer gränsöverskridande normer kring kön där verksamma pedagoger ger uttryck för en ambivalent hållning. I texterna finner man en medvetenhet om att traditionella könsroller bör luckras upp samtidigt som man tyr sig till just de traditionella könsrollerna. Nyckelord: Kritisk Diskursanalys, genus, genusforskning, genuspedagogik, socialt kön, kön och könsroller.

The purpose of this study was to examine how a selection of social welfare officers based on the principle of the best interest of the child construct a minimum level of the material standard in a home. Another purpose was to examine whether different units with varying socioeconomic prerequisites in the municipality of Stockholm construct this level differently. The method used in this study was Sociology of Law and two focus groups were used for the gathering of the data. A social constructive theory, a class perspective using concepts of Bourdieu and a perspective of law were used to analyse the material of data. The results showed that the courses of action varied from enactment and the policies of the municipality of Stockholm, unspecified theories of the development of children, the conception of what is normal and what children needs, the context in which they work, the development of the society and what they estimate that children needs when attending school. The results also showed a difference between the two units concerning the minimum level of the material standard in a home

Vi har gjort en undersökning på en särskola i södra Skåne, där vi spenderade några dagar med att intervjua fem lärare och observera i verksamheten. Vårt syfte med studien är att undersöka hur de på denna skola arbetar, samt se om undervisningen är speciell på något sätt. Vi vill även ta reda på om särskolans pedagogik skiljer sig gentemot grundskolans och se om det sker något samarbete mellan dessa skolformer. Våra frågeställningar som vi utgått ifrån är följande: Hur arbetar ett visst antal lärare på en särskola i södra Skåne? Vilka är enligt dem de bästa tillvägagångssätten för att stimulera eleverna? Vad är speciellt med pedagogiken i särskolan? Skiljer sig undervisningen på något sätt i jämförelse med grundskolans? Vad vi kommit fram till i vårt resultat är att denna särskola arbetar väldigt traditionellt men har ändå en utgångspunkt i elevernas speciella behov och förutsättningar, vilket gör att undervisningen ändå individualiseras efter varje individ. Vi har även funnit att det inte finns någon speciell och annorlunda pedagogik i särskolan utan att det mest handlar om mer struktur och att nivån på innehåll och tempo är lägre. Fokusen på innehållet i undervisningen ligger främst på vad individerna behärskar och vad de behöver för att klara sig så självständigt som möjligt i framtiden. We have performed a study in south of Skåne, were we´ve spent a couple of days interviewing five teachers and observing the school situation. Our purpose with the study is to see how they work at this school and to see if the teaching is different in some ways. We also want to find out if the special schools pedagogy is different compared to normal schools and to see if there are any cooperation between the two school systems. Our questions are: How does a number of teachers in a special school work in south of Skåne? Which are according to these teachers the best courses of action to stimulate these students? Is the teaching any different compare to normal school? What we have come up with in our result is that this kind of school works very traditional but yet has a starting point in the students special needs and conditions, which makes the teaching individual for every student. We have also found that there is no special or different pedagogy in special school. What we have found is that it´s mostly about structure and that the level of contents and the paste is slower. The focus of the education lies foremost on what the individuals are capable of and what they need to do to become as independent as possible in the future.

Alzheimer s disease (AD) is a neurodegenerative disorder characterised by accumulations of neurofibrillary tangles and amyloid plaques. The major components of the amyloid deposits are the ß-amyloid (Aß) peptides derived from the amyloid precursor protein (APP). The subsequential cleavages by beta- and gamma-secretase of APP generate Aß and, simultaneously, soluble ß-APP (ß-sAPP). In contrast, alpha-secretase cleavage precludes Aß formation and generates soluble alpha-APP (alpha-sAPP). Abnormal processing of the amyloid precursor protein (APP) with deposition of Aß into senile plaques is regarded as the key pathogenic event in AD. However, evidence for this hypothesis comes almost exclusively from studies on the very rare familial form of AD with mutations in the APP or presenilin genes. In the sporadic form of AD, it has not been established whether APP/Aß overexpression/mismetabolism is a primary event leading to neuronal degeneration or whether neuronal degeneration leads to secondary disturbances in APP/Aß metabolism. The overall aim of the thesis was to increase our knowledge of APP processing in sporadic AD, by investigating APP metabolites in cerebrospinal fluid (CSF) and plasma with immunological analyses. To study the secreted forms of APP in CSF, enzyme-linked immunosorbent assay (ELISA) methods were developed for quantification of alpha- and ß-sAPP. Investigations of alpha- and ß-sAPP in sporadic AD show that there is no aberrant APP metabolism in these patients. In contrast, after severe traumatic brain injury (TBI) the levels of the secreted forms of APP and Aß peptides were found to be increased. The most frequent damage in TBI is axonal injury. Thus, increased APP/Aß expression may occur as a secondary phenomenon after TBI with axonal damage. The role of Aß as a peripheral marker for sporadic AD was investigated. After TBI, the plasma-Aß level remained unaltered, despite a marked increase of Aß in ventricular CSF. These results support the suggestion that plasma-Aß does not reflect Aß metabolism in the brain, and thus is not a suitable marker for AD. Also, the plasma levels of Aß were not changed after platelet activation. Thus, sampling techniques affecting platelet activation do not seem to confound Aß measurement. To study several biomarkers simultaneously, the xMAPTM technology was used to develop a multiparametric bead-based assay for quantification Aß(1-42), total tau and phosphorylated tau in CSF. These biomarkers have proven to be useful as aid for the clinical diagnosis of AD. The new method provides a reproducible and highly accurate system for distinguishing AD from other neurological disorders and/or controls. Thus, the new method can replace the corresponding ELISA methods.

The establishment of e-businesses has often been implemented from the inside of companies rather than from the customer perspective and the knowledge about customer needs from traditional businesses have been applied directly into new e-business systems. The overall objective of this study is to identify how to better understand customer needs and how to integrate these needs in order to create customer value when developing and establishing e-business systems for products and services. In order to better understand customer needs the study is undertaken to understand and interpret peoples’ opinions and feelings about e-business systems. The research at hand are qualitative and based on an action case method, with the main empirical input from interviews and observations. The research has mainly an inductive approach with empirical findings linked together with theories of customer value, service development, customer behaviour and process mapping. Two cases form the basis of empirical input to the study. The first case was with an internal service provider, Tetra Pak Business Support AB, during the time when they developed and introduced a new web system for internal services. The second case was with the Swedish Pharmacy Direct, an organisation whose objective is to develop and introduce a web-system for purchase of pharmaceuticals to consumers. Based on a value process framework of understanding, creating and delivering value, the study agrees to the importance of conceiving all steps in that value process when developing web-systems for end customers. The study concludes that the first phase of understanding value has to be included in the development of e-business in order to capture the customer’s need. It is suggested in the thesis, to integrate the method of mapping the customer’s process with the value process. By this integration the understanding value phase will be included and the development of the web-based system will turn from an internal into a customer perspective development.

The purpose of this Masters thesis has been to study the changes made in shelf arrangement and library environment in a Swedish public library. The aim was to examine the reasoning done by the library staff regarding classification, the Swedish classification system SAB and changes in library environment. The basis of our study were three questions: 1. Why has Västervik public library made changes in the shelf arrangement? 2. What changes were made by the library and how did the changes affect the library environment? 3. Has it worked as planned according to the librarians? The study was carried out at Västervik public library in the spring of 2002. The library staff was interviewed and the shelf classification and library environment were examined. The reason for the changes was a desire to make the library more user-centred and user-friendly. According to the librarians, the users found the Swedish classification system SAB difficult to understand and to use. In an effort to help the users, changes were made in the shelf arrangement and in the library environment in 1992. The librarians perceptions are that the users were positive to, and have been helped by, the changes, but no user-study has been made by the library to confirm that view. The changes made in Västervik were compared to classification theories and to theories and practices in the area of alternative shelf arrangement. Uppsatsnivå: D

Slutrapport kring förstudie för utveckling av området förpackningar för närproducerade livsmedel vid Skånes Livsmedelsakademi

How to deal with gender, women, gender roles, feminism and gender equality in teaching practices? The ATHENA thematic network brings together specialists in women’s and gender studies, feminist research, women’s rights, gender equality and diversity. In the book series ‘Teaching with Gender’ the partners in this network have collected articles on a wide range of teaching practices in the field of gender. The books in this series address challenges and possibilities of teaching about women and gender in a wide range of educational contexts. The authors discuss pedagogical, theoretical and political dimensions of learning and teaching on women and gender. The books in this series contain teaching material, reflections on feminist pedagogies, practical discussions about the development of gendersensitive curricula in specific fields. All books address the crucial aspects of education in Europe today: increasing international mobility, growing importance of interdisciplinarity and the many practices of life-long learning and training that take place outside the traditional programmes of higher education. These books will be indispensable tools for educators who take serious the challenge of teaching with gender. The concept of intersectionality is at the heart of debates about the future of equality policies in Europe. How do different identities interact and affect the opportunities for individuals and groups in society? Public policy used to focus on one or another aspect of equality, such as gender, sexual orientation or physical abilities. The question today is how ‘equality’ can be addressed while taking into account multiple identities and interlocking patterns of discrimination. The volume “ Teaching Intersectionality: Putting Gender at the Centre” reviews recent discussions about intersectionality departing from the insights from gender studies. The aim is to provide students and policy makers with theoretical resources and practical policy examples to help understand these debates. Learning from the experience with gender equality policy and improving equality policy for all is a central concern. The book includes examples demonstrating how new European Union legislation is playing out in policy practice and invites readers to use the resources for research and training. athena 3

How to deal with gender, women, gender roles, feminism and gender equality in teaching practices? The ATHENA thematic network brings together specialists in women’s and gender studies, feminist research, women’s rights, gender equality and diversity. In the book series ‘Teaching with Gender’ the partners in this network have collected articles on a wide range of teaching practices in the field of gender. The books in this series address challenges and possibilities of teaching about women and gender in a wide range of educational contexts. The authors discuss pedagogical, theoretical and political dimensions of learning and teaching on women and gender. The books in this series contain teaching material, reflections on feminist pedagogies, practical discussions about the development of gendersensitive curricula in specific fields. All books address the crucial aspects of education in Europe today: increasing international mobility, growing importance of interdisciplinarity and the many practices of life-long learning and training that take place outside the traditional programmes of higher education. These books will be indispensable tools for educators who take serious the challenge of teaching with gender. Visual literacy is crucial for understanding the role of visual culture as a key factor in processes of globalization, technologization and multiculturalization, which are all part of our historicity. Certainly, the study of the visual is not limited to the study of images, but also of their effects, material practices they entail and creative potential they offer. Therefore, it is of critical importance to work out new approaches to study both epistemologies and ontologies of the visual. Visual Culture in an Interdisciplinary Classroom paradigms, theories and methodologies within the common field of feminist visual culture. By doing so, it demonstrates the importance of the analysis of the visual for feminist studies as well as the need to increase visual literacy in general. The volume provides theoretical and methodological support and examples of possible analyses for researchers and students interested in the field of feminist visual culture or, more generally, women’s studies, gender studies, visual studies, art studies and science studies. It presents feminist theories and methodologies, which were influential for the field of visual culture and encourages readers to think critically about the visual. Teachingweaves together various critical athena 3

How can educators (teachers, professors, trainers) address issues of gender, women, gender roles, feminism and gender equality? The ATHENA thematic network brings together specialists in women’s and gender studies, feminist research, women’s rights, gender equality and diversity. In the book series ‘Teaching with Gender’ the partners in this network have collected articles on a wide range of teaching practices in the field of gender. The books in this series address challenges and possibilities of teaching about women and gender in a wide range of educational contexts. The authors discuss the pedagogical, theoretical and political dimensions of learning and teaching on women and gender. The books in this series contain teaching material, reflections on feminist pedagogies and practical discussions about the development of gender-sensitive curricula in specific fields. All books address the crucial aspects of education in Europe today: increasing international mobility, the growing importance of interdisciplinarity and the many practices of life-long learning and training that take place outside the traditional programmes of higher education. These books will be indispensable tools for educators who take seriously the challenge of teaching with gender. (For titles see inside cover.) This is a collective volume presenting a theoretical framework and diverse educational tools that can be used to incorporate gender and sexuality into Spatial Disciplines and the concepts of space and urbanity into Women’s and Gender Studies. The book was conceived in recognition of the fact that the concepts of space, place and urbanity have a rather minor presence within European Women’s and Gender Studies. Likewise, the concepts of gender and sexuality(ies) are poorly covered within the “spatial” disciplines and university departments. This “double” absence is the raison d’être of this volume and underlies our proposals for developing effective educational and teaching tools in this field. The study of multilayered, complex and contradictory situations in contemporary European cities, where gender/sexuality intersects with other axes of difference and power, is crucial to the development of a multicultural teaching ethos and will facilitate students’ understanding of these contemporary issues both inside and outside the classroom. Athena 3

How to deal with gender, women, gender roles, feminism and gender equality in teaching practices? The ATHENA thematic network brings together specialists in women’s and gender studies, feminist research, women’s rights, gender equality and diversity. In the book series ‘Teaching with Gender’ the partners in this network have collected articles on a wide range of teaching practices in the field of gender. The books in this series address challenges and possibilities of teaching about women and gender in a wide range of educational contexts. The authors discuss pedagogical, theoretical and political dimensions of learning and teaching on women and gender. The books in this series contain teaching material, reflections on feminist pedagogies, practical discussions about the development of gendersensitive curricula in specific fields. All books address the crucial aspects of education in Europe today: increasing international mobility, growing importance of interdisciplinarity and the many practices of life-long learning and training that take place outside the traditional programmes of higher education. These books will be indispensable tools for educators who take serious the challenge of teaching with gender. The concept of intersectionality is at the heart of debates about the future of equality policies in Europe. How do different identities interact and affect the opportunities for individuals and groups in society? Public policy used to focus on one or another aspect of equality, such as gender, sexual orientation or physical abilities. The question today is how ‘equality’ can be addressed while taking into account multiple identities and interlocking patterns of discrimination. The volume “ Teaching Intersectionality: Putting Gender at the Centre” reviews recent discussions about intersectionality departing from the insights from gender studies. The aim is to provide students and policy makers with theoretical resources and practical policy examples to help understand these debates. Learning from the experience with gender equality policy and improving equality policy for all is a central concern. The book includes examples demonstrating how new European Union legislation is playing out in policy practice and invites readers to use the resources for research and training. athena 3

How can educators (teachers, professors, trainers) address issues of gender, women, gender roles, feminism and gender equality? The ATHENA thematic network brings together specialists in women’s and gender studies, feminist research, women’s rights, gender equality and diversity. In the book series ‘ Teaching with Gender’ the partners in this network have collected articles on a wide range of teaching practices in the field of gender. The books in this series address challenges and possibilities of teaching about women and gender in a wide range of educational contexts. The authors discuss the pedagogical, theoretical and political dimensions of learning and teaching on women and gender. The books in this series contain teaching material, reflections on feminist pedagogies and practical discussions about the development of gender-sensitive curricula in specific fields. All books address the crucial aspects of education in Europe today: increasing international mobility, the growing importance of interdisciplinarity and the many practices of life-long learning and training that take place outside the traditional programmes of higher education. These books will be indispensable tools for educators who take seriously the challenge of teaching with gender. (For titles see inside cover.) This collection of essays moves from a nodal point that regards the process of constructing women’s “nomadic” identities as informed by the notions of geographical and cultural dislocation, transcultural hibridity, history, loss, memory, contamination and their effect in the subject’s perception of the Real. Within this frame of thought, writing the experience of the ontological “travelling” and “ dislocation” is also understood as political narrative and as one of the essential tools for promoting critical knowledge and feminist pedagogy. The teaching of autobiographical narratives becomes crucial either as a starting point of investigation or a field force of analysis. The book reveals that political meaning and identity-construction are extremely important to understand how the Self moves from the inner sphere to the public one, searching for recognition and autonomy while developing the awareness of interdependence and vulnerability. Athena 3

How to deal with gender, women, gender roles, feminism and gender equality in teaching practices? The ATHENA thematic network brings together specialists in women’s and gender studies, feminist research, women’s rights, gender equality and diversity. In the book series ‘Teaching with Gender’ the partners in this network have collected articles on a wide range of teaching practices in the field of gender. The books in this series address challenges and possibilities of teaching about women and gender in a wide range of educational contexts. The authors discuss pedagogical, theoretical and political dimensions of learning and teaching on women and gender. The books contain teaching material, reflections on feminist pedagogies, practical discussions about the development of gender- sensitive curricula in specific fields. All books address the crucial aspects of education in Europe today: increasing international mobility, growing importance of inter disciplinarity and the many practices of life-long learning and training that take place outside the traditional programmes of higher education. These books will be indispensable tools for educators who take seriously the challenge of teaching with gender. (For titles see inside cover) What is the relationship between gender and empire? How will a focus on gender generate new knowledge about histories of empire? The aim of Teaching Empiresis to critically examine questions about imperial effort, as remembered, displayed, denied, mythologized or obscured in various European contexts. The book draws upon the research and teaching of scholars from across Europe and is suited to a range of undergraduate and postgraduate teaching settings. The authors show how to use art, film, novels, diaries, personal memories, textiles, household materials, museum artefacts and photographs in a range of imaginative and analytical articles, exercises and teaching assignments. There is an extensive bibliography and insightful discussion about how empire is defined in various countries. Empires are interested in identifying new teaching approaches, fresh sources and generating new knowledge about complex territories of gender and empire. Teachingis an important resource for teachers and students of gender studies who Athena 3

How to deal with gender, women, gender roles, feminism and gender equality in teaching practices? The ATHENA thematic network brings together specialists in women’s and gender studies, feminist research, women’s rights, gender equality and diversity. In the book series ‘Teaching with Gender’ the partners in this network have collected articles on a wide range of teaching practices in the field of gender. The books in this series address challenges and possibilities of teaching about women and gender in a wide range of educational contexts. The authors discuss pedagogical, theoretical and political dimensions of learning and teaching on women and gender. The books in this series contain teaching material, reflections on feminist pedagogies, practical discussions about the development of gendersensitive curricula in specific fields. All books address the crucial aspects of education in Europe today: increasing international mobility, growing importance of interdisciplinarity and the many practices of life-long learning and training that take place outside the traditional programmes of higher education. These books will be indispensable tools for educators who take serious the challenge of teaching with gender. Visual literacy is crucial for understanding the role of visual culture as a key factor in processes of globalization, technologization and multiculturalization, which are all part of our historicity. Certainly, the study of the visual is not limited to the study of images, but also of their effects, material practices they entail and creative potential they offer. Therefore, it is of critical importance to work out new approaches to study both epistemologies and ontologies of the visual. Visual Culture in an Interdisciplinary Classroom paradigms, theories and methodologies within the common field of feminist visual culture. By doing so, it demonstrates the importance of the analysis of the visual for feminist studies as well as the need to increase visual literacy in general. The volume provides theoretical and methodological support and examples of possible analyses for researchers and students interested in the field of feminist visual culture or, more generally, women’s studies, gender studies, visual studies, art studies and science studies. It presents feminist theories and methodologies, which were influential for the field of visual culture and encourages readers to think critically about the visual. Teachingweaves together various critical athena 3

How can educators (teachers, professors, trainers) address issues of gender, women, gender roles, feminism and gender equality? The ATHENA thematic network brings together specialists in women’s and gender studies, feminist research, women’s rights, gender equality and diversity. In the book series ‘ Teaching with Gender’ the partners in this network have collected articles on a wide range of teaching practices in the field of gender. The books in this series address challenges and possibilities of teaching about women and gender in a wide range of educational contexts. The authors discuss the pedagogical, theoretical and political dimensions of learning and teaching on women and gender. The books in this series Teaching with Gender contain teaching material, reflections on feminist pedagogies and practical discussions about the development of gender- sensitive curricula in specific fields. All books address the crucial aspects of education in Europe today: increasing international mobility, the growing importance of interdisciplinarity and the many practices of life-long learning and training that take place outside the traditional programmes of higher education. These books will be indispensable tools for educators who take seriously the challenge of teaching with gender. (For titles see inside cover.) The need for a book on teaching gender in social work arises from the fact that social work education often fails to incorporate gender, even though most of the people that use social work services are women, a majority of social workers are women, and women have had throughout history a significant role in the establishment of social work. The profession of social work started to emerge early in the twentieth century, when femininity was constructed in a way that supported the public/private division. This applied, in particular, to a woman’s body and her appearance, to her morality, sexuality and motherhood, which in turn determined her social opportunities. Social work played a role in these processes in various ways, depending on the prevailing beliefs about women and femininity. For social work it is important to understand primarily the mechanisms that produce and reproduce social inequalities, and in our case the inequalities between the genders. Teaching Gender in Social Work contains articles that address these issues. Athena 3

How to deal with gender, women, gender roles, feminism and gender equality in teaching practices? The ATHENA thematic network brings together specialists in women’s and gender studies, feminist research, women’s rights, gender equality and diversity. In the book series ‘Teaching with Gender’ the partners in this network have collected articles on a wide range of teaching practices in the field of gender. The books in this series address challenges and possibilities of teaching about women and gender in a wide range of educational contexts. The authors discuss pedagogical, theoretical and political dimensions of learning and teaching on women and gender. The books in this series contain teaching material, reflections on feminist pedagogies, practical discussions about the development of gendersensitive curricula in specific fields. All books address the crucial aspects of education in Europe today: increasing international mobility, growing importance of interdisciplinarity and the many practices of life-long learning and training that take place outside the traditional programmes of higher education. These books will be indispensable tools for educators who take serious the challenge of teaching with gender. “Teaching with the Third Wave – New Feminists’ Explorations of Teaching and Institutional Contexts” is a collection of the work of young feminist scholars united in their interest in a Third Wave perspective of teaching which continues feminists’ struggles for equality and female empowerment. The volume presents reflections on the transfer of feminist knowledge inside and outside university structures under current conditions by respecting the work of earlier generations of feminists. Being part of the European feminist network ATHENA, the contributors map a cartography of emerging questions in regards to teaching methodologies, teaching experiences and challenges for teaching under increasingly globalized and neoliberal circumstances as well as neo-conservative and right-wing tendencies from the perspective of different Western locations, theoretical backgrounds, political and personal situatednesses. Thus, the volume is of interest for all (feminist) readers who are involved in furthering feminist teaching in present conditions. athena 3

How can educators (teachers, professors, trainers) address issues of gender, women, gender roles, feminism and gender equality? The ATHENA thematic network brings together specialists in women’s and gender studies, feminist research, women’s rights, gender equality and diversity. In the book series ‘Teaching with Gender’ the partners in this network have collected articles on a wide range of teaching practices in the field of gender. The books in this series address challenges and possibilities of teaching about women and gender in a wide range of educational contexts. The authors discuss the pedagogical, theoretical and political dimensions of learning and teaching on women and gender. The books in this series contain teaching material, reflections on feminist pedagogies and practical discussions about the development of gender-sensitive curricula in specific fields. All books address the crucial aspects of education in Europe today: increasing international mobility, the growing importance of interdisciplinarity and the many practices of life-long learning and training that take place outside the traditional programmes of higher education. These books will be indispensable tools for educators who take seriously the challenge of teaching with gender. (For titles see inside cover.) This is a collective volume presenting a theoretical framework and diverse educational tools that can be used to incorporate gender and sexuality into Spatial Disciplines and the concepts of space and urbanity into Women’s and Gender Studies. The book was conceived in recognition of the fact that the concepts of space, place and urbanity have a rather minor presence within European Women’s and Gender Studies. Likewise, the concepts of gender and sexuality(ies) are poorly covered within the “spatial” disciplines and university departments. This “double” absence is the raison d’être of this volume and underlies our proposals for developing effective educational and teaching tools in this field. The study of multilayered, complex and contradictory situations in contemporary European cities, where gender/sexuality intersects with other axes of difference and power, is crucial to the development of a multicultural teaching ethos and will facilitate students’ understanding of these contemporary issues both inside and outside the classroom. Athena 3