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Begreppet inkludering är inte något som lyfts ordagrant i läroplanen. Trots detta kan man förstå läroplanens formuleringar som att personalen i skolan ska utgå från ett förhållningssätt som syftar till att inkludera alla elever. Denna fallstudies syfte är att undersöka fritidshemmets arbete med elever i behov av stöd utifrån ett helhetsperspektiv. Genom att genomföra en kvalitativ fallstudie på en skola med hjälp utav metoderna intervjuer och observationer har vi kunnat undersöka fritidshemmets arbete med elever i behov av stöd utifrån detta helhetsperspektiv. Helhetsperspektivet i vår studie innebär att vi undersökt olika professioners tankar, erfarenheter och upplevelser. Den tidigare forskning vi valt att använda oss utav är forskning som lyfter förutsättningar, relationer samt begreppet inkludering ur olika perspektiv. Forskningen bidrar bland annat med att belysa innebörden av det breda begreppet inkludering ur olika synvinklar. Genom det relationella- och det psykosociala perspektivet fick vi en möjlighet att genomföra en djupare analys utifrån våra frågeformuleringar. Tillsammans ger perspektiven ett brett synsätt på hur relationer, kommunikation och miljö påverkar elever i behov av stöd. Analysen av vårt resultat har visat en genomgående röd tråd av hur relationer spelar en viktig roll i arbetet med elever i behov av stöd. Den genomgående röda tråden har bestått av att olika professioner, på olika sätt betonat vikten av att bygga relationer med elever för att gynna en inkluderande verksamhet. Resultatet har även visat att fritidspersonalens förutsättningar påverkas av ledningens förståelse för fritids huvudsakliga uppdrag. I vår diskussion har delar av resultaten blivit bekräftade av den tidigare forskningen. Men det har även påvisats att det krävs en vidareutveckling utav personalens strukturer och arbetssätt på skolorganisationsnivå. The concept of inclusion is not something that is raised verbatim in the curriculum. Despite this, the curriculum’s wording can be understood as meaning that the staff at the school should start from an approach that aims to include all students. The purpose of this case study is to research the leisure-time center’s work with students in need of support from a holistic perspective. By carrying out a qualitative case study at one school using the methods of interviews and observations, we have been able to examine the leisure-time center’s work with students in need of support from this holistic perspective. The holistic perspective in our research means that we researched the thoughts and experiences of different professionals. The previous research we have chosen to use are research that highlight the conditions, relationships and the concept of inclusion from different perspectives. Among other things, the research contributes by elucidating the meaning of the broad concept of inclusion from different points of view. Through the relational and psychosocial perspective, we were given an opportunity to carry out a deeper analysis based on our question formulations. Together, the perspectives provide a broad view of how relationships, communication and the environment impact students in need of support. The analysis of our results has shown a consistent red thread of how relations play an important role in working with students in need of support. The consistent red thread has consisted of different professions, in different ways, emphasizing the importance of building relationships with students in order to favor an inclusive activity. The results have also shown that the leisure staff’s conditions are affected by management’s understanding of leisure’s main mission. In our discussion, parts of the results have been confirmed by the previous research. But it has also been shown that a further development of the staff’s structures and working methods at the school organization level is required.

Questionable research practices: The (un)ethical handling of data in quantitative humanities research. (Larsson, Plonsky, Sterling, Kytö, Yaw, Wood, 2021-2023; Project ID: FOE20-0017)

In 1953, two individuals were excavated in Erik XIII’s alley, Visby, Gotland. After the excavation, the individuals did not undergo an osteological examination and were preserved for several years by the Gotland Museum. These two individuals were selected for this thesis to undergo an osteological analysis. The purpose of the essay was to identify and investigate the two individuals from Erik XIII's alley and illuminate the Viking age of Visby. A spatial analysis of Erik XIII's alley and the surrounding environment was carried out, to emphasize Visby’s Viking-age. Erik XIII's alley is in the northern part of Visby's inner city and is within walking distance of the two largest Viking-era burial grounds in Visby, Kopparsvik and Gustavsvik. Individual 1, who was judged to be a man, was approximately 182cm tall and was between 33-45 years old when he died. Individual 2 was judged to be a probable man and was between 17-25 at the time of his death and had an approximate length of 173cm. The individuals have only two common pathologies, which are osteophytes and tartar. Individual 2 had significantly fewer pathologies than individual 1, which may be a side effect of the age difference between them. In individual 1, enthesopathies were also identified, which were roughly consistent throughout the body, ligamente flava, pitting and osteoarthritis. Individual 2 showed changes from two different deficiency diseases, cribra orbitalia and enamel hypoplasia. The discussion is divided into three parts that emphasize the individuals, the comparison with other Viking-era individuals on Gotland and the spatial context. The individuals' pathologies are discussed, and possible interpretations of the individuals are presented. When the individuals from Erik XIII's alley are compared to other Viking-age individuals who have undergone osteological examinations, the result mainly varies. In the spatial context, possible interpretations of the graves are presented, which consist of an additional burial ground with different interpretations, as a burial ground for the king's company, or simple farm burials.

Bakgrund: Diabetes mellitus typ 1 är en av de vanligaste kroniska sjukdomarna hos barn och forskning har visat på att diabetes typ 1 drabbar allt fler unga människor. Sjukdomen vänder upp och ner på familjens vardag och innebär att föräldern bevakar barnets blodglukosvärde under dygnets alla timmar. För att undvika komplikationer är det viktigt att föräldern stöttar barnet till en balans mellan kost, aktivitet och insulinbehandling. Föräldrarna ansvarar för barnets egenvård och framtida hälsotillstånd. Syfte: Att beskriva erfarenheter av att vara förälder till barn med diabetes typ 1. Metod:En litteraturöversikt baserad på tolv vetenskapliga studier med kvalitativ design. Sökningarna utfördes i databaserna CINAHL Complete och PubMed. Studierna analyserades inspirerade av Friberg. Resultat:Resultatet redovisas i tre teman: Att ha ansvar för sitt barns sjukdom, Att leva med ständig oro och Att förlora ett normalt liv. Diskussion:Resultatet diskuterades utifrån Dorothea Orems egenvårdsteori. Att ha ett barn med diabetes mellitus typ 1 innebär att ansvara för barnets egenvård, dygnet runt samt att ta ansvaret för sjukdomen och uppleva oron för eventuella komplikationerna, påverkade förälderns fysiska och psykiska mående. Sjuksköterskan har en viktig roll att fånga upp förälderns mående och på så sätt förebygga att det påverkar behandlingen av sjukdomen. Slutsats:Resultatet har visat betydelsen av en helhetsvård och där varje individs situation beaktas.

Syntactic complexity (i.e. the grammatical sophistication exhibited in language production) has been found to be positively correlated with formality. In viewing formality as a cline rather than as a dichotomy, the present study revisits previous claims about (in)formality in learner writing in relation to syntactic complexity. The use of commonly utilized measures of syntactic complexity is explored in learner writing and across four registers from the British National Corpus (academic prose, popular science, news and fiction). The results show that while the learners generally exhibited appropriate register awareness, there were some differences noted between their writing and that of the published writers, in particular with regard to the measure of complex nominals. A detailed analysis of this measure in the academic register showed that the learners make less frequent use of adjectival and prepositional modifiers than the expert writers. Our results thus confirm previous claims about the importance of phrase-level complexity measures as a predictor of formality. It would seem that learners would benefit from some targeted instruction of such structures for increased register awareness.

In Learner Corpus Research (LCR), a common source of errors stems from manual coding and annotation of linguistic features. To estimate the amount of error present in a coded dataset, coefficients of inter-rater reliability are used. However, despite the importance of reliability and internal consistency for validity and, by extension, study quality, interpretability and generalizability, it is surprisingly uncommon for studies in the field of LCR to report on such reliability coefficients. In this Methods Report, we use a recent collaborative research project to illustrate the pertinence of considering inter-rater reliability. In doing so, we hope to initiate methodological discussion on instrument design, piloting and evaluation. We also suggest some ways forward to encourage increased transparency in reporting practices.