The thesis examines how the logic of misogyny and post-feminism has perpetuated the negotiations of femininity in digital environments. Employing thematic analysis, the study explores online depictions of the phenomenon Not Like the Other Girls in order to explain its relation to internalized misogyny. The data has been formed as a case study of Instagram #Notliketheothergirls and Reddit - r/notliketheothergirls. The result of the analysis unveiled the expression of traditional notions of femininity and post-feminist ideas and be found, resulting in a paradoxical idea of femininity. Moreover, the method has developed three central themes repeated within the data around the phenomenon of Not Like the Other Girls. Their significance spurs on the opposition between the patriarchal and post-feminist ideal of woman and discovers a new term - internal dichotomies. The constant comparison throughout the paper requires analysis of the role of ‘the other’. As findings claim, it is an essential part of finding one’s position and developing a sense of belonging. The overall findings conclude that internalized misogyny can be explained as the driving power of phenomena such NLOGs. However, further research should focus on the age aspect of women protagonists of internalized misogyny, engaging in the negotiations of femininity.

The aim of this study is to examine disinformation about the covid-19 vaccine in posts from Swedish Facebook groups. At the end of 2019, the coronavirus started to spread around the world and became a global pandemic. On social media, especially Facebook, disinformation started to spread around about the virus. The study was based on 58 posts from 4 different Facebook groups where a qualitative thematic analysis was conducted to see which themes that were common in the disinformation. This method was paired with framing theory to see how the senders were framing their message and the disinformation. The research questions of this study are which themes can be identified in the disinformation about the covid-19 vaccine in the Swedish Facebook groups? And how are the covid-19 vaccines framed in these themes? This study resulted in 4 themes with 9 subcategories. The first theme is conspiracy theories with the subcategory mRNA. The second theme is scientific resistance with the subcategories questioning the content of the vaccines, critical of the manufacturing and approval of the vaccines, effectiveness, critical of pharmaceutical companies and alternative cure. The third theme is criticism of senders, and the fourth theme is warnings with the subcategories exhortation, swine flu and side effects. In the theme conspiracy theories, the posts are framing vaccine as something dangerous, untrustworthy and that it is a fraud. The posts can also be connected to already existing theories about the virus. In the second theme, scientific resistance, are the posts framing resistance against scientific proven fact about the vaccines. The posts also frame that there are other solutions for covid-19 than the vaccine. In the third theme, criticism against senders, the common frames were that the senders of information about the vaccine and vaccination were smeared, for example the Swedish government and the public health authority. These senders were framed as traitors and that the Swedish population would become their slaves. In the last theme warnings, the posts framed warnings and tried to influence people to not take the vaccine because of several reasons like side effects. The posts also framed that these reasons could lead to death or other health issues for the rest of their lives.

Research shows that preschool teachers lack knowledge about how the goals for an inclusive education of children with special needs are to be achieved in practice. The aim of this study is to show how preschool teachers work with the inclusion of children with special needs, despite the lack of specific guidelines regarding how the preschool should work with inclusion. To answer the study's purpose and questions, a qualitative thematic analysis method has been used. We have analyzed the collected material from six interviews with preschool teachers from different preschools and municipalities in Sweden. The result shows that the preschool teachers support and include children with special needs by using different tools such as visual aids (for example, signs with pictures and text), as well as learning tablets. The interview shows that all preschool teachers agree that the concept of inclusion means adapting activities to create opportunities for all children to be able to participate. It also emerged that all preschool teachers agree that children with special needs generally require more support than children without special needs.

Attitudes are based on motivations and are formed in anticipation that the person will handle similar information at a later date. Attitudes are, therefore, necessary collections of pre-determined behavioral intents toward certain information (Solomon et al., 2016). Attitudes and their underlying functions form using a hierarchical structure where certain elements hold the primacy of effect over the remainder. These elements affect, behavior, and cognition as presented by Solomon and colleagues (Solomon et al., 2016). This study aims to explore how investors form attitudes towards the adoption of unfamiliar attitude objects, specifically when confronted with communications regarding Bitcoin adoption. The reason for this study is threefold; firstly, congruent academia has only conducted temperature checks on already established attitudes towards Bitcoin from diverse crowds in a spread of non-western cultures (Gagarina et al., 2019; Anser et al., 2020). Secondly, the aforementioned studies incorporated loosely defined sample groups. Understanding technology adoption, following the theories of Rogers (1995), requires that inaugural research is done on those who are most likely to adopt the technology. Lastly, congruent research has yet to tackle attitude formation on Bitcoin as an asset. Established research all commit to researching already established attitudes on a less niched sample (Gagarina et al., 2019; Yoo et al., 2020). The conclusion of said studies found thematic, contextual antecedents to why certain participants had certain attitudes. However, these studies do not explore the underlying hierarchy or function of said attitudes. To fill such a gap, a study following a deductive, exploratory nature was developed. Through thematic coding of qualitative interviews, this study contributes to the existing literature in two aspects: first, active Swedish investors rely on affective reasoning when faced with this particular unfamiliar attitude object. Second, such affective reasoning is most likely a result of participants defaulting to the grouping of information within the knowledge function, as no cognitive baseline (in the form of understanding price developments in Bitcoin) could be established. The general attitude formation followed an affective dominant, low-involvement hierarchy created through the knowledge function.

Syftet med studien är att få en större förståelse för elever i matematiksvårigheter genom att beskriva fyra speciallärares erfarenheter av undervisning med elever i matematiksvårigheter. Studien utgår från en kvalitativ ansats där fyra semistrukturerade intervjuer har genomförts med verksamma speciallärare. I resultatet redogörs speciallärarnas uppfattning av matematiksvårigheter, hur undervisningen kan se ut och hur samarbetet fungerar mellan speciallärare och klasslärare.    Slutsatser som kan dras är att matematiksvårigheter inte endast beror på en enda faktor utan att flera olika perspektiv måste tas i beaktande för att kunna möta elever i matematiksvårigheter. De faktorer som nämns i störst utsträckning är olämplig undervisning, koncentrationssvårigheter, minnessvårigheter, läs-och skrivsvårigheter och matematikängslan. Elever stöttas genom konkret material och genom anpassad undervisning. Elever gynnas av en tillgänglig lärmiljö och att det finns en medveten plan om hur den särskilda undervisningen ska ske. Det är även viktigt att hitta brister i elevernas matematikkunskaper redan i förskoleklass för att förebygga att matematiksvårigheter uppkommer. Resultatet visade även att speciallärare och klasslärare har ett nära samarbete och hjälps åt när det gäller att analysera och kartlägga eleverna. / The aim of the study is to contribute to a greater understanding of pupils’ difficulties in learning mathematics by describing four special teacher’s experiences of teaching students with difficulties. The study is based on a qualitative approach where four semi-structured interviews are implemented with active special teachers. The result describes how the special teachers' perception of mathematical difficulties, how the teaching can be planned and what the collaboration looks like between the special teacher and the class teacher. Conclusions is that mathematical difficulties do not only depend on one single factor and it is necessary to take into consideration to look at several different perspectives in order to be able to meet pupils with difficulties in learning mathematics. The factors that are mentioned to the greatest extent are inappropriate teaching, concentration difficulties, problem with working memory, reading- and writing difficulties and mathematical anxiety. Pupils are supported through concrete materials and adapted teaching. Pupils benefit from an accessible learning environment and that there is a conscious plan for how the special teaching should take place. It is also important to find gaps in mathematics already from preschool to prevent mathematical difficulties. The result also showed that special teachers and class teachers work closely together and help each other when it comes to analyzing pupils.

Approximately 1,6 percent of Swedish employees work under a consultancy firm, which is a fast-growing market. The responsibility of consultant’s work environment is in accordance with Swedish legislation on systematic work environment (SAM) divided between consultant- and client company. This study investigated how 1) consultants experience that their consultant- and client company employers, respectively, work with work environment health; 2) both consultant- and client company employers, respectively, experience their work with implementing work environment/health practices based on SAM. Data collection consisted of 12 in-depth interviews with 8 consultants, 3 consultant managers, and 1 workplace manager. Based on thematic analysis of interviews with consultants three themes were identified: Communication and relation with managers; Justice and inclusion; Managers’ involvement in workplace health. Based on thematic analysis of interviews with managers four themes were identified: Working with SAM; Work environment goals, Relation between consultant- and workplace managers, Relation with consultants. Findings showed the importance of supportive and present leadership, workplace justice and inclusion for consultants’ wellbeing. This responsibility of consultant’s daily work environment was mainly taken by workplace managers. Conclusions are that clear communication and division of responsibility between consultant- and workplace managers regarding consultants’ work environment/health is vital for well-functioning SAM.

A significant proportion of Sweden’s population consists of immigrants and refugees, many of whom are adolescents. Resettlement in a new host culture could be extra challenging during adolescence due to the additional burden that developmental tasks bring to the refugee adolescents’ daily life. One of the most important developmental tasks during adolescence is the development of functional relationships with peers. Previous research on refugee adolescents and peer relationships has often been quantitative and much focus has lied on the pathological outcomes and adversities that this population faces. Therefore, this study aimed to investigate how refugee adolescents experienced peer relationships from their point of view, taking in the full spectrum of experiences. Furthermore, this study aimed to highlight the strengths and resilience this population posits. Specifically, the study used qualitative methodology to examine how newly arrived refugee adolescents experienced interpersonal relationships with peers and how they dealt with challenges faced. The sample of the study were 33 newly arrived refugee adolescents (Mage = 14.9, SD = .91; 55% females). Data was gathered through semi-structured interviews and analyzed through inductive thematic analysis. Themes of language, quality of relationships, and integration appeared central for refugee adolescents’ experience of peer relationships. Despite the difficulties that this population faced, they showed great capacity in overcoming challenges. The findings indicate that peer relationships are a central part of refugee adolescents' adjustment and well-being, and that there is a strong motivation and capacity to overcome difficulties and create functional relationships among newly arrived refugee adolescents.

Early-stage investors increasingly impact the surging video game industry. Thus, understanding their thought processes provides vital insight for entrepreneurs. This thesis explores how early-stage investors assess investment opportunities in the Swedish game industry by presenting semistructured interviews with three prominent angel investors. Thematic analysis was performed on the interview data to extract significant themes regarding investors’ thought processes. Themes were then contrasted with previous research on investor decision-making to establish emergent patterns in the game industry. Results indicate that investors regard the composition and reliability of the team and pursue long-term involvement in companies. It is particularly important for teams to inspire trust. If investors can connect to teams personally, it facilitates successful long-term collaboration. Future research should focus on interviewing investors in other flourishing game markets, such as the U.S. or Chinese. Congruent results may lay the foundation for a framework to aid developers with acquiring funds in the broader game industry.

The quest for institutional transformation has created a need to continually challenge traditional notions of what an academic is and should be. While several studies have explored academics' experiences to engender transformation systems, few studies have focused strictly on emerging academics (permanently working scholars within the first five years of academic careers). These early-career academics are faced with the challenge of adapting to the institutional culture and meeting disciplinary standards of performance. Their novelty in the system makes them more vulnerable to the effect of these challenges. This study aimed to identify how they navigate these challenges, what defines them as academics, what impacts their academic freedoms, how they challenge disciplinary standards of performance, and the extent to which institutional culture affects their experiences. Through a purposive and snowball sampling strategy, 20 academics were selected from the University of Cape Town (UCT) to study. They were interviewed using a semi-structured approach and were asked openended questions with an interview guide. Thematic analysis was used to analyze the interview data as it utilized an ideographic approach in providing insights into the participants' lived experiences. This methodological approach also helped prioritize how the study is carried out and explore participants' meaning-making processes. The participants perceived being an academic as an opportunity for subjective self-expression and a character-building process. They conceded that being an academic required genuine intellectual curiosity and a platform to engender innovation. The study also uncovered the effects of UCT's institutional and transformative plan on assimilating into the academic space. Academics perceived the performance appraising structure as too prescriptive and affirmed their desire to harness their positions to build strong interpersonal relations with students. The study recommends a more comprehensive and longitudinal approach to studying academic experiences focusing on the psycho-social factors influencing these experiences. The research further suggests a streamlined and faculty-based approach to further strengthening educational support systems at UCT.

Federal and state descriptions of gifted and talented services include identifying and developing leadership talent, but in many states, services are not mandated or funded. Consequently, leadership development is often left to extracurricular programs (e.g., student organizations, athletics). The Junior Reserve Officers' Training Corps (JROTC) provides school-based military-focused leadership education and opportunities to apply emergent leadership skills. This qualitative descriptive study examined leadership talent development in JROTC and the postsecondary paths participants chose. A self-report survey was distributed to graduating seniors enrolled in JROTC in Texas public high schools and semi-structured interviews were conducted with JROTC instructors across the state. The findings highlighted characteristics of students in the sample who chose to pursue military-focused education or careers after high school and themes about the experiences and key considerations related to choosing postsecondary paths. JROTC instructors supported students with differentiated development plans and information about flexible pathways to reach postsecondary goals. Students benefitted from broad definitions of success, exposure to career options, realistic self-assessment, and alignment between intentions and preparation.