The purpose of the present study was to investigate the false memory rates for word and picture Deese-Roediger-McDermott (DRM) lists in children, adolescents and adults with autism spectrum disorder (ASD). Deese (1959), Roediger and McDermott (1995) developed the DRM paradigm as a method for testing the effects of semantic intrusion on the creation of false recollections. This method is used in the current thesis to test false memory in participants with Autism Spectrum Disorder (ASD), a disorder characterised by social, language and behavioural deficits. False memory studies of adults with this disorder have had conflicting results and found ASD participants have lower or similar false memory rates to controls. Experiment 1 compared false memory rates in 11 children, 11 adolescents and 5 adults with ASD to 15 children, 11 adolescents and 7 adult controls. ASD participants had higher false critical lure rates and lower studied item recognition rates than controls regardless of age. Adolescents had higher false and studied memory than children while adults had higher studied but lower false recognition rates than the younger groups. Due to the use of short DRM lists the adult participants recognised the fewest critical lures. In Experiment 2 there were 6 ASD children and 9 ASD adolescents compared with 6 control children and 9 control adolescents who were all tested both individually and in collaborative trios. Collaboration was beneficial to ASD adolescents and control children and adolescents by reducing false recognition and increasing studied item recognition. Collaboration was more beneficial for ASD adolescents and control children in the correct rejection of critical lures and for control adolescents in the recognition of studied items possibly due to decision making techniques. Critical lure recognition did not vary between collaborative trios and individuals and studied item recognition was decreased by collaboration in the ASD children. The observed decision making techniques employed revealed a clear pattern in social development and suggest ASD adolescents, but not ASD children, would benefit from group work. Overall the findings of this study, when taken into context with previous DRM studies, suggest that ASD participants have a delay in their social development and in the development of their association networks.

The purpose of this essay is to examine how gender equality can be used in the workplace, its possible effects, and what collaboration can contribute to the subject of gender equality. A combination of legal sociological and legal dogmatic methodology has been used to examine the EU and Swedish law, how equality should be approached and what previous studies have concluded. An interview has been conducted to provide a clearer picture of how gender equality appears in practice, in the modern workplace.  An equality plan should be conducted every three years and applies to employers who are responsible for more than 25 employees. The manual should include a description of the measures considered necessary in the workplace in order to promote gender equality. How an equality plan should be developed is not specifically outlined in the current law, and thus this is left up to the employer to determine. The equality plan should be drawn up in collaboration with the employees, and usually in the presence of their union representatives.   According to current studies the general workforce has seen an increase in the number of gender equality plans carried out, since the Equality Act was established, however few correctional measures are implemented. It has also proven difficult for employers to see any immediate effects of implementing these measures. One of the reasons for this may be that employers do not need to act on the measures outlined in their equality plans, but solely identify the measures deemed necessary. Similarly, studies and the interview conducted revealed that cooperation regarding gender equality in many cases is limited.    A new investigation has suggested a more significant change in discrimination law, whereby the equality plan is replaced with systematic work on active measures. This systematic work seeks to clarify the legislation and make equality work a more liquid process that is continually evaluated and improved upon. Furthermore this approach aims to make active participation in equality promotion an obligation in the workplace.

This thesis presents information on community healthy marriage initiatives and university-community collaborations. Specifically, it examined the workings of one of those healthy marriage initiatives in the university-community collaborative context. The project explored the current process of this initiative, identifying specific challenge points and defining factors and characteristics associated with the success thereof. Rather than working in discrete categories, these challenge points exist on a success continuum. How each challenge is managed determines whether it is a success factor or a stumbling block. The project is grounded in published learning from other university-community initiatives and employs an ethnographic qualitative research strategy. Data consist of interviews with several key collaborators (n = 9) who were involved with this initiative. The findings from this ethnography support and enhance previous literature on university-community collaborations and outreach scholarship and provide useful examples and lessons that can be used by other university-community collaborations, especially those involving marriage education initiatives in a community setting.

This autobiographical narrative inquiry explores the teaching, learning and leadership experiences of a middle school teacher in Manitoba. My early experiences as a classroom teacher reflect my uncertainty and unpreparedness of a teacher who struggled to meet the needs of the English as an Additional Language (EAL) students who entered my classroom. As the EAL student population increased within my middle school, I began the journey of a Masters program to seek knowledge in order to support my EAL students and to help guide my colleagues towards an inclusive environment. As I explored how my experiences as a graduate student had influenced my classroom practices, and then how my experiences as an EAL specialist and school leader had influenced the school community, five main themes emerged: The use of the iPad in a mainstream classroom, the use of effective instructional strategies, the role of culture in the classroom, co-teaching practices and collaboration in a Middle School setting. Through narrative inquiry I investigated these themes and discovered new pathways to support EAL students and guide my colleagues while moving toward a more inclusive classroom and school environment.

Utsatta befolkningsgrupper som bland annat omfattar individer med låg utbildning, låg inkomst, arbetslösa är inom folkhälsovetenskapen prioriterade målgrupper att arbeta med eftersom de generellt har en sämre hälsa. Genom att bedriva olika interventioner för att hjälpa och stödja dessa individer är det övergripande syftet att reducera ojämlikheter i befolknings hälsa. Studien tar sin utgångspunkt i en intervention för individer med en komplex problematik gällande bland annat långtidsarbetslöshet och sjukskrivning som är i behov av samordnade rehabiliteringsinsatser. Interventionens syfte är att stödja individerna för att komma ut i arbetslivet. Studiens syfte var att undersöka deltagares upplevelser av ett lokalt Samordningsteams rehabiliteringsinsatser. Studien hade en kvalitativ inriktning där enskilda intervjuer genomfördes. En kvalitativ innehållsanalys användes för att analysera det insamlade materialet från intervjuerna. Resultatet visar individuella och omgivande faktorer som upplevts varit till möjlighet för deltagandet, exempelvis personlig vilja samt stöd från Samordningsteamets teoretiska och praktiska aktiviteter. Upplevda hinder av deltagandet omfattade likaså individuella och omgivande faktorer. Det innefattade ospecificerad målbild, sociala svårigheter samt svårigheter med praktisk planering av deltagandet och upplevelser av orimliga krav från en aktör i samverkan. Slutsatserna av studien lyfter att deltagarna upplevt både möjligheter respektive hinder av sitt deltagande i Samordningsteamet för att komma ut i arbetslivet. / Vulnerable population groups, which include individuals with low education, low income and unemployment, are prioritized target groups in public health science. They are prioritized because they generally have poorer health. Interventions have been conducted to help and support individuals in the vulnerable population groups, with the aim of reducing inequalities in population health. The study focused on an intervention, conducted by the political project called Samordningsteamet, which targeted individuals in need of coordinated rehabilitation efforts in the areas of long-term unemployment and sick leave. The intervention aims to offer support for the individuals to enter the labor market. The purpose of the study was to explore the participant’s experiences with Samordningsteamets rehabilitation efforts. The study takes a qualitative approach with individual interviews. A qualitative content analysis was used to analyze the data collected from the interviews. The results shows individual and environmental factors that seem to have a positive impact on the participation, such as personal will and external support from theoretical and practical activities. Individual and environmental factors was also perceived as obstacles in the participation, such as unspecified targets, social difficulties, difficulties with practical planning and perceiving unreasonable demands. The conclusion of the study highlights that participants experienced both opportunities and obstacles in their participation with Samordningsteamets rehabilitation program in order to be able to enter the labor market.

In today competitive business environment MNCs need to extend their R&D and include external sources to explore and exploit knowledge; Open Innovation is used to meet this increased competitive environment. The aim of this thesis is to explore how MNCs act when they select their external collaboration channels; why MNCs select a specific channel of innovation and problems associated with the work. The conclusion of this thesis could help MNCs and their managers regarding the choice of Open Innovation channels. This thesis also studies different Open Innovation channels and when companies work with several channels together.   A qualitative multiple-case study was conducted to explore how seven MNCs act when they select which external channel to collaborate with to increase their innovation capacity. An MNCs´ Open Innovation channel selection process is formed by the innovation needed, the innovation needed tend to form which channel to collaborate with, for example the timeframe perspective; when MNCs are focusing on long-term development of products they collaborate with universities. Further, if an MNC wants to develop an already existing technique, they choose to collaborate with suppliers, as they are familiar with the product. All companies use their already existing network as a channel to gain external innovation and new ideas.

Background: Events happening in the 21st century- global economic crisis, naturaldisasters, extreme poverty, struggles and conflicts have led to a realization that we areliving in a troubled world where we are interdependent in one way or the other. These issues tend to be complex and intertwined such that delegating them to a single sectoris too huge of a task to bear, thus the need for social innovation through cross sector collaboration. The case of the Refugee Housing Unit is being studied- a collaboration between the IKEA Foundation, UNHCR and the Swedish Industrial Design Foundation led to the creation of a more sustainable environmental friendly shelter for refugees.Since social innovation is a green field especially in a BOP context, the research is aimed at understanding how the RHU case can provide important insight in which collaboration theory can be applied between sectors to shape future social innovation endeavors. Aim: The aim of this thesis is to study the collaboration of organizations belonging to different sectors to create social innovations. This research will examine how collaboration between sectors takes place, and through the empirical case of theRefugee Housing Unit, derive key learning points that could shape future social innovation projects. A framework will be developed that could provide important insightsfor future socially oriented collaborations. Methodology: The proposed framework was developed through a study of socialinnovation theory in terms how it can be accelerated through cross sector collaborationiitheory. A case study that entailed these two theories was chosen to enable the development of a suggested framework. The study involved collection of primary data inform of interviews with Johan Karlsson and Chris Earney, RHU project leader and UNHCR Innovation co-leader, respectively. Additionally, secondary data was used tohelp understand the case further. Results: Examining the core elements of cross-sectoral collaboration for social innovation showed imperative social aspects as well as key dimensions that are pillars for the process of collaboration. The RHU case revealed critical factors for collaboration between sectors that are well stipulated in the framework. The framework can act as a guide for organizations wishing to collaborate for social innovation as well as provide abasis for future research in this young field.

This study focused on understanding French language learning from a perspective that began from the participating children’s interests, experiences, and abilities. The study was significant in its use of a Reggio-inspired teaching philosophy and pedagogy in a French Immersion classroom (offering an alternative pedagogy to the more common transmission-oriented and skills-based models of language teaching). The research methodology embedded pedagogical documentation and classroom observation in an ethnographic research tradition. In the study, the teacher-researcher was positioned alongside children, as she learned about the ways in which they learn language through collaborative and authentic experiences, in a transactional setting. With an emphasis on the importance of meaningful learning, the study opens up new possibilities for French Immersion teachers and learners by examining the ways in which English scaffolds French learning, collaboration generates new understanding, and authentic experiences support engaged learning.

Given the proliferation of new-generation internet capable devices in our society, they are now commonly used for a variety of purposes and by a variety of ages, including young children. The vast amount of new media content, available through these devices, cause parents to worry about what their children have access to. In this thesis we investigated how parents and children can work together towards the goal of content control and filtering. One problem to the current content control filtering tools and approaches is that they do not involve children in the filtering process, thus missing an opportunity of educating children about content appropriateness. Therefore, we propose a kid-in-the-loop approach to content control and filtering where parents and children collaboratively configure restrictions and filters, an approach that focuses on education rather than simple rule setting. We conducted an exploratory qualitative study with results highlighting the importance that parents place on avoiding inappropriate content. Building on these findings, we designed an initial kid-in-the-loop prototype which allows parents to work with their children to select appropriate applications, providing parents with the opportunity to educate their children on what they consider to be appropriate or inappropriate. We further validate our proposed approach by conducting a qualitative study with sets of parents and children in the six to eight year-old age group, which revealed an overwhelmingly favorable response to this approach. We conclude this thesis with a comprehensive analysis of our approach, which can be leveraged in designing content control systems targeting both parents and children.

Om en skola lyckas väl eller mindre väl i sitt uppdrag beror på många faktorer. En del avdessa kan skolan inte påverka. Till dessa faktorer hör till exempel vårdnadshavaresbakgrund. Vad skolan däremot kan påverka är lärares skicklighet i att undervisa, vilket harvisat sig vara den enskilt största skillnaden mellan skolor och skolsystem av olika kvalitet.För att utveckla lärarnas yrkesskicklighet behövs ett levande samarbetsklimat. Studiens syfteär att undersöka i hur hög utsträckning högstadielärare samarbetar kring undervisning,bedömning samt hur elever lär sig. Trettiofyra lärare fördelade på två högstadieskolor deltogi enkätstudien. Skolorna delar skolledare och har en identisk organisation med avseende påtid för formellt samarbete.Resultatet visar att det finns ett mycket starkt samband mellan det schemalagda och detspontana samarbetet lärare emellan. Det som behandlas på schemalagd konferenstid(ämneskonferenser och andra möten med styrt innehåll) är också det som det spontana samarbetet kretsar kring. / How successful a school is depends on many factors. Some of these factors schools cannotaffect, for example, parents’ backgrounds. What the schools can affect however is how wellteachers teach, which has proven to be the single biggest difference between schools andschool systems of varying quality.In order to develop teachers' professional skills, teamwork is essential. This study aims toinvestigate the extent to which high school teachers collaborate on teaching, assessmentand how students learn. Thirty‐four teachers at two secondary schools filled in thequestionnaire. The schools share principals and have an identical organization regardingtime for formal collaboration.The results show that there is a very strong correlation between within scheduled andspontaneous teacher cooperation. What is being discussed at scheduled meetings (such assubject specific conferences and other meetings with given content) is also being discussedwhen teachers collaborate spontaneously.