Interkulturellt arbetssätt är givande för alla barn oavsett kulturell bakgrund. Det interkulturella arbetssättet bidrar till att barn utvecklar sin kulturella identitet och får förståelse för mångfalden i vårt samhälle. På förskolor där pedagogerna inte aktivt arbetar med interkulturalitet riskerar barn med utländsk bakgrund att bli exkluderade eller inte får kulturellt utrymme i förskolans utbildning. Det påverkar också barn med en svensk kulturell bakgrund, då de inte får  möjligheten att lära sig mer om andra kulturer än sin egen.  Syftet med studien är att bidra med kunskaper om hur förskollärare resonerar kring ett interkulturellt arbetssätt inom förskolans verksamhet. Datainsamlingen är av en kvalitativ ansats, där semistrukturerade intervjuer har använts för att samla empirin. Intervjuerna skedde både individuellt och i grupp. Totalt deltog nio förskollärare från fem olika förskolor i Sverige. Analysen omfattar det sociokulturella perspektivet och det interkulturella perspektivet för att få en större förståelse för de faktorer som påverkar förskollärarnas arbetssätt.  Resultatet visar att förskollärarna har ett interkulturellt förhållningssätt när de arbetar för att främja barns modersmåls utveckling och för att integrera olika kulturer i förskolans verksamhet. I mötet med familjer från andra länder lyfte förskollärarna fram olika faktorer att ta hänsyn till, vilket visade på deras interkulturella kompetens.  Det framkom även i studien att förskollärarna uttryckte att olika uppfattningar av kultur kan leda till kulturkrockar och kulturella begränsningar i förskolan. Förskollärarna upplevde det som en utmaning i arbetet med interkulturalitet. / The intercultural way of working contributes to children developing their cultural identity and gaining an understanding of the diversity in our society. In preschools where the pedagogues do not actively work with interculturality, children with a foreign background run the risk of being excluded or not given cultural space in the preschool's education. It also affects children with a Swedish cultural background, they do not get the opportunity to learn more about cultures other than their own.  The purpose of this study is to contribute with knowledge about how preschool teachers reason about intercultural working methods in preschool activities. The data collection is of a qualitative nature, where semi-structured interviews were conducted to gather empirical data. The interviews were conducted both individually and in groups. A total of nine preschool teachers from five different preschools in Sweden participated. The analysis incorporates a sociocultural perspective and the intercultural perspective to provide a detailed understanding of factors influencing preschool teachers' workings.  The study concludes that the preschool teachers have an intercultural approach when they work to promote children's mother tongue development, and to integrate different cultures in the preschool's activities. In the meeting with families from different countries, the preschool teachers highlighted different factors, which showed their intercultural competence. This study showed that the preschool teachers expressed that our different perceptions of culture can lead to cultural clashes and cultural limitations in preschool.  The preschool teachers perceived the work with interculturality as challenging.

This essay evaluates social constructivist theory by analyzing how it brings understanding to an empirical case. The case under study is the Danish Muhammad Cartoon Controversy of 2005-2006, and by using a constructivist conceptualization of identities and norms this essay attempts to demonstrate how constructivism helps in understanding the event where rationalist theories fall short. This essay concludes that these two concepts do further understanding of various social elements that contributed to the explosiveness of the conflict but that there is a difficulty in establishing causality and outlining in detail how they do so.

Clash Coordination is a crucial step in ensuring timely and cost-effective project delivery. While software tools like Navisworks and Solibri have improved the process of aggregating models and conducting clash tests and categorization, resolving clashes remains a slow and manual task. The reason for this slow process can be attributed to the meticulous nature of the process where design coordinators need to ensure that resolving one clash does not lead to new clashes. With the advent of machine learning and its application in construction, more research is being conducted to automate construction tasks to increase productivity and reduce the cost of the project. One such task currently being researched is to automate clash resolution. Researchers have explored the use of machine learning, specifically supervised learning, to automate clash resolution with successful outcomes. A search of the Web of Science database shows 7 publications that discuss the automation of clash resolution, automation of clash correction sequence, and automation of selection of relevant clashes. The authors to further analyze the content of these publications used VOSviewer to create a word map of keywords contained in the title, keywords, and abstract fields of these publications to analyze word co-occurrence. The word co-occurrence analysis revealed that the publications have explored supervised learning as the machine learning category of choice for automating clash resolution. However, the same analysis also showed the lack of terms such as data scrubbing, feature selection, feature engineering, and domain knowledge. These terms are an essential part of developing a machine-learning model. This analysis led the authors to believe that even though research is being conducted to automate clash resolution, a systematic approach to develop a machine learning model to support the automation of clash resolution is missing. Also, though these researches show significant accuracy in terms of automating clash resolution, they fail to justify the selection of their feature and label space. Another limitation of the current state of the art is that the effectiveness of supervised learning in automating tasks is limited by the availability of a large amount of labeled data, often unavailable. To address these research gaps, in this dissertation the author's first contribution to the body of knowledge is a phased systematic approach to develop an automation model for clash resolution. Since in machine learning selection of appropriate feature and label space is critical in developing an optimum and explainable solution, it is crucial to identify features that accurately represent a clash and also represent the factors industry experts consider when resolving the clash. Along with features, labels need to be selected as well to represent clash resolution options available to the industry. To achieve this in chapter 2 the author using modified Delphi captured the domain knowledge that industry experts utilize to resolve clashes. Factors considered by industry experts to decide on how clashes are resolved and options to resolve clashes are extracted from the domain knowledge. As a result of this research, the author identified 23 factors that industry experts consider when resolving clashes and 5 options available to resolve the clash. The work concludes by identifying factors and options that can serve as features and labels for a machine-learning algorithm to automate clash resolution. Once features and labels are identified the author in chapter 3 discusses the development of a prediction model to predict clash resolution options for a given clash. The discussion is focused on individual steps involved in the creation of machine learning models like data collection, data pre-processing, and machine learning algorithm development and selection. The author also addresses common challenges in the development of machine learning models like class imbalance and availability of limited data. The author utilizes a multi-label synthetic oversampling method (MLSOL) to generate different percentages of synthetic data to account for class imbalance and limited datasets. Using this dataset, the author then trained five different supervised learning algorithms and reported their accuracy. Based on this work the author concluded that increasing the dataset with 20% of synthetic data and using an artificial neural network to develop the machine learning model to automate clash resolution generated the best result with an average accuracy of around 80%. To address the limitation of using only supervised learning and as a second contribution to the body of knowledge, the author in chapter 4 proposes the use of reinforcement learning to train a Deep Q Network (DQN) agent capable of learning how to resolve clashes through interactions with a Building Information Model (BIM) environment containing clashes. The work discusses the implementation of a dynamic reward function to guide the agent in making decisions based on industry best practices. Additionally, it outlines the setup of the interaction between the agent and the environment to facilitate learning. Considering that reinforcement learning requires a significant amount of time to develop knowledge, the author also tested the effect of using a pre-trained supervised learning model to initialize the reinforcement learning policy function and guide knowledge exploration. This approach resulted in three variations of supervised-reinforcement learning. The supervised learning model used in this research demonstrated an accuracy of 31%. To demonstrate the utility of reinforcement learning in training an agent, the authors plotted graphs showing the number of clashes resolved per episode and the cumulative reward received per episode. The clashes resolved by the agent in this research were limited to clashes between ducts and pipes. These graphs illustrated that with each successive episode, the agent became increasingly proficient at resolving clashes. Among the variations of supervised-reinforcement learning, the one that exhibited the most stable learning graph utilized the weights of the supervised learning model to initialize the policy function of reinforcement learning. This research confirmed that reinforcement learning can be employed to train an automated model instead of relying solely on supervised learning, especially in scenarios where limited or no clash resolution data is available. Moreover, pre-training reinforcement learning using a supervised learning model led to more consistent learning outcomes. The research presented in this dissertation focuses on the holistic development of a machine learning model to automate clash resolution. By identifying appropriate features and labels before training the model the author ensures that the automation model accurately captures industry best practices and is explainable. Furthermore, by utilizing a systematic approach towards the development of a machine learning model the author addresses common challenges in developing a machine learning model and how we can overcome them. Lastly, through the utilization of supervised reinforcement learning the author proposes an alternative learning algorithm that can learn how to resolve clashes with fewer labeled examples through Building Information Model (BIM) interaction and with a more steady learning rate than reinforcement learning alone. / Doctor of Philosophy / Clash Coordination is a crucial step in ensuring timely and cost-effective project delivery. While software tools like Navisworks and Solibri have improved the process of aggregating models and conducting clash tests and categorization, resolving clashes remains a slow and manual task. The reason for this slow process can be attributed to the meticulous nature of the process where design coordinators need to make sure that resolving one clash does not lead to the creation of new clashes. Research has been conducted to improve the clash coordination process through automation using supervised learning, where a machine is taught to resolve clashes by understanding existing examples of clash resolutions. However, these researches do not provide enough evidence on how the example of clashes are presented to the machine and skip the details on common challenges associated with machine learning and how to overcome them. Also, as these researches focuses on training a machine using existing examples of clash resolution, a large number of examples are required to develop an effective machine-learning solution. The author of this dissertation addresses these limitations and contributes to the body of knowledge. In Chapter 2 the author discusses the use of modified Delphi to capture the industry's knowledge on how to make decisions about clash resolution and what options to consider when resolving clashes. The author also took measures during this process to reduce biases like intercoder reliability checks to make the results of modified Delphi more accurate. As a result of modified Delphi, the author identified 23 factors that industry experts consider when resolving clashes and 5 options available to resolve the clash. These identified factors and options were later utilized by the author in chapter 3 as features and labels to represent clash resolution examples. Using these examples, the author then developed a supervised learning model able to predict the most likely solution for a given clash with 80% accuracy. While developing the supervised learning model the author discusses common challenges associated with machine learning like class imbalance, data scrubbing, and un-normalized data and their mitigative measures. To address the limited availability of clash resolution examples the author in chapter 4 proposes and develops a supervised-reinforcement learning model. This model teaches how to resolve clashes by continuously interacting with a BIM model. To improve the learning rate the model also utilizes the knowledge gained through the development of a supervised learning model. This research shows that using reinforcement learning it is possible to train a machine to resolve clashes and adding knowledge from supervised learning to reinforcement learning results in a steadier learning rate for the machine. The research also shows that a more accurate supervised learning model can be developed using limited clash resolution examples using deep artificial neural networks, though this kind of approach increases the learning time and can lead to the issue of overfitting.

Essa tese propõe uma leitura da música, enquanto recurso didático, a partir da análise do embate metodológico entre a educação jesuíta e a educação pombalina, imediatamente após a reforma educacional proposta pelo Marquês de Pombal. O período de transição da educação no Brasil colônia foi enfocado a partir de dois métodos norteadores das diretrizes conceituais e educacionais, são eles: o Ratio Studiorum, da educação jesuíta e O Verdadeiro Método de Estudar de Verney, da educação laica. Fundada por Inácio de Loyola, em 1534, a Companhia de Jesus estabeleceu prioridades pedagógicas basicamente voltadas à educação de novas gerações e à ação missionária de difusão dos valores religiosos, sendo que, nessas duas instâncias a música teve papel relevante na perspectiva da relação ensino-aprendizagem da educação religiosa. Verney, conforme relata a historiografia, teve um papel central para compreensão do movimento iluminista português, norteador da reforma pombalina, pois através de sua obra, mobilizou novos rumos para educação de Portugal e suas colônias, compatíveis com o pensamento vigente na Europa do século XVIII. Com a reforma pombalina a música foi minimizada no ambiente escolar, ocupando outros espaços e criando estilos diferenciados, tanto no que diz respeito à produção musical sacra quanto à profana. O Brasil Colônia obteve representatividade musical na Europa, pela qualidade de seus músicos-compositores mulatos, em especial os de Minas Gerais, Bahia, Pernambuco e sacros em Mogi das Cruzes. / This thesis proposes reading music as a resource for teaching, from the analysis of the methodological clash between the Jesuit Education and the Pombal Education, immediately following the educational reform proposed by the Marquis of Pombal. The educational transition in Colonial Brazil was focused on two guiding methods of conceptual and educational guidelines, they are: the Jesuit Ratio Studiorum and Verney\'s True Method of Studying, of secular education. Founded by Ignatius of Loyola in 1534, the Society of Jesus establishes educational priorities primarily focused on education of new generations and the missionary work of infusing religious values, being that in these two instances music has played a significant role in the perspective in teaching or having a religious education. Verney, as reported by historians, played a central role in understanding Portuguese Age of Enlightenment, leading the reform of Pombal, because it was with his work that new directions for education were mobilized in Portugal and its colonies, befitting of the prevailing thought in eighteenth-century Europe. With the Pombal Reform the music was oppressed in school environments, occupying other spaces and creating differentiated styles, with regard to music production being sacred as well as profane. Colonial Brazil won musical acknowledgement in Europe for its mulatto musician-composers predicate, especially those of Minas Gerais, Bahia, Pernambucco and Mogi das Cruzez.

Viruses are obligate intracellular pathogens. Therefore, their successful replication, at every stage from attachment to assembly and egress, is dependent on host cell functions. The host cell in turn engages mechanisms to counteract virus replication. As a result, viruses have evolved mechanisms to evade these counteracting measures as well as ways to reshape the cellular environment into one that’s favourable for successful replication. Systematic studies offer a platform for unravelling virus-cell interactions and in particular can address three important aspects 1) increase our understanding of basic biology of the virus, 2) identify and characterise novel cellular functions 3) provide important leads for novel targets for antiviral therapy. In this study, I investigated two aspects of virus host interaction; the role of microRNAs (miRNAs) in virus infection and the role of interferon inducible genes in virus infection. Human cytomegalovirus (HCMV) is a β herpes virus that infects humans. HCMV maintains a persistent lifelong infection in the host involving a cycle of latency and reactivation. Infection of healthy individuals with HCMV results in relatively minor symptoms. In contrast, infection of individuals with a compromised immune system, as in the case of organ transplant recipients and AIDS patients, can cause significant morbidity and mortality. In common with other herpes viruses, HCMV expresses multiple small regulatory RNAs called miRNAs. HCMV encodes at least 14 miRNAs. Identifying the targets of these miRNAs will help us understand their functional importance during infection. Recently, a biochemical technique called Cross-Linking, Ligation and Sequencing of Hybrids (CLASH), was developed by Tollervey and colleagues, representing the most advanced systematic technique for the identification of miRNA targets. We adapted this approach to identify high confidence miRNA targets during HCMV infection. However, the protocol was sub-optimal and presented us with technical challenges. Although high quality data sets were not generated, the work was crucial for the establishment of the system which is now generating promising data. Virus-cell interactions can also be elucidated by probing for host factors that are important for virus replication. Type I interferon is a highly effective inhibitor of HCMV replication. Treatment of cells with interferon results in up regulation of multiple effectors known as interferon stimulated genes (ISGs). How these genes block HCMV replication is poorly understood. A library of more than 380 ISG expressing lentiviruses was screened to determine the effects of individual ISGs on HCMV replication. The screen was performed in primary human fibroblast cells and a glioblastoma cell line called U373s. Multiple inhibitory ISGs were identified including well characterised ISGs such as cGAS, STAT2, NOD2, DDX60 and HPSE as well as novel candidates TXNIP, ELF1, FAM46C, MT1H and CHMP5. Five ISGs were identified as HCMV replication enhancers including previously published ISGs BST2 and IFITM1 and novel enhancers ODC1, BCL3 and IL28RA. siRNA screens against top hits demonstrated that STAT2, CPT1A and cGAS are dominant inhibitory factors during HCMV infection and knockdown of these genes can partially rescue HCMV replication following interferon treatment. Finally, using a corresponding rhesus ISG library we show that rhesus SAMHD1 effectively inhibits HCMV replication while human SAMHD1 has no effect, suggesting that HCMV expresses a species-specific inhibitor of SAMHD1. This study defines interferon stimulated pathways important for HCMV replication and identifies multiple novel host factors that both restrict and enhance HCMV replication. These studies demonstrate the effectiveness of using systematic approaches for the identification of novel host virus interactions.

Essa tese propõe uma leitura da música, enquanto recurso didático, a partir da análise do embate metodológico entre a educação jesuíta e a educação pombalina, imediatamente após a reforma educacional proposta pelo Marquês de Pombal. O período de transição da educação no Brasil colônia foi enfocado a partir de dois métodos norteadores das diretrizes conceituais e educacionais, são eles: o Ratio Studiorum, da educação jesuíta e O Verdadeiro Método de Estudar de Verney, da educação laica. Fundada por Inácio de Loyola, em 1534, a Companhia de Jesus estabeleceu prioridades pedagógicas basicamente voltadas à educação de novas gerações e à ação missionária de difusão dos valores religiosos, sendo que, nessas duas instâncias a música teve papel relevante na perspectiva da relação ensino-aprendizagem da educação religiosa. Verney, conforme relata a historiografia, teve um papel central para compreensão do movimento iluminista português, norteador da reforma pombalina, pois através de sua obra, mobilizou novos rumos para educação de Portugal e suas colônias, compatíveis com o pensamento vigente na Europa do século XVIII. Com a reforma pombalina a música foi minimizada no ambiente escolar, ocupando outros espaços e criando estilos diferenciados, tanto no que diz respeito à produção musical sacra quanto à profana. O Brasil Colônia obteve representatividade musical na Europa, pela qualidade de seus músicos-compositores mulatos, em especial os de Minas Gerais, Bahia, Pernambuco e sacros em Mogi das Cruzes. / This thesis proposes reading music as a resource for teaching, from the analysis of the methodological clash between the Jesuit Education and the Pombal Education, immediately following the educational reform proposed by the Marquis of Pombal. The educational transition in Colonial Brazil was focused on two guiding methods of conceptual and educational guidelines, they are: the Jesuit Ratio Studiorum and Verney\'s True Method of Studying, of secular education. Founded by Ignatius of Loyola in 1534, the Society of Jesus establishes educational priorities primarily focused on education of new generations and the missionary work of infusing religious values, being that in these two instances music has played a significant role in the perspective in teaching or having a religious education. Verney, as reported by historians, played a central role in understanding Portuguese Age of Enlightenment, leading the reform of Pombal, because it was with his work that new directions for education were mobilized in Portugal and its colonies, befitting of the prevailing thought in eighteenth-century Europe. With the Pombal Reform the music was oppressed in school environments, occupying other spaces and creating differentiated styles, with regard to music production being sacred as well as profane. Colonial Brazil won musical acknowledgement in Europe for its mulatto musician-composers predicate, especially those of Minas Gerais, Bahia, Pernambucco and Mogi das Cruzez.

<p>Denna uppsats är en kritisk granskning av Samuel P. Huntingtons modell att förstå världspolitiken utifrån, som han presenterar i boken The Clash of Civilizations and the Remaking of World Order. Granskningen utgår från en analys av hans grundläggande begrepp, ”civilization” och ”clash”, och från ytterligare en analys av hur hans modell skiljer sig från andra modeller om världen. Med hjälp av dessa analyser diskuterar jag rimligheten i den tes som han ställer upp och konsekvenserna som hans förutsägelser och policyrekommendationer får, för att sedan kunna bedöma om hans modell är användbar eller inte. Min slutsats är att den inte är särskilt användbar, främst på grund av den oklara betydelsen av hans begrepp. En modell utifrån fler faktorer skulle istället ge oss en bättre förståelse av världen.</p> / <p>This paper is a critical examining of Samuel P. Huntington’s model for understanding world politics, that he presents in his book The Clash of Civilizations and the Remaking of World Order. The examining is based on an analysis of his basic concepts, “civilization” and “clash”, and on another analysis of how his model differs from other models about the world. With the help of theses analyses I discuss the reasonableness of the these he formulates and the consequences that his predictions and policy recommendations have, to be able to judge if his model is useful or not. My conclusion is that it’s not very useful, mainly because of the unclear meaning of his basic concepts. Instead, a model based on more factors would give a us a better understanding of the world.</p>

January 7, 2015, the satirical magazine Charlie Hebdo, which among other things has published satirical images of the Prophet Muhammad, became a victim of a terror attack where 12 people lost their lives. This horrible act was performed to avenge Islam and the Prophet Muhammad, something that aroused reactions all over the world. In the media a debate began whether to re-publish the drawings that might have caused the attack or not. Despite the fact that freedom of expression has an important role in the society there were different opinions on the matter.   The aim of this study is to identify how the swedish newspapers Svenska Dagbladet and Dagens Nyheter and the turkish newspapers Today’s Zaman and Hürryiet Daily News framed the circumstances around the terror attack against Charlie Hebdo. By applying a framing analysis on 40 columns with various authors, 20 from each country, we could discern five dominant frames within the texts: Je suis Charlie, why publish/not publish caricatures, motives behind the attack, impacts of the attack and solutions. Our theoretical basis of the study include the concepts of freedom of expression, cultural differences and framing. The results showed similarities as well as differences between the turkish and the swedish journalists ways of framing the circumstances around the attack. In each frame we have identified what the authors consider to be the main issue, the underlying cause and suggestions on how to solve the problem. Here we saw patterns between the different frames, where many of the subjects were demonstrated in several frames.

Denna uppsats är en kritisk granskning av Samuel P. Huntingtons modell att förstå världspolitiken utifrån, som han presenterar i boken The Clash of Civilizations and the Remaking of World Order. Granskningen utgår från en analys av hans grundläggande begrepp, ”civilization” och ”clash”, och från ytterligare en analys av hur hans modell skiljer sig från andra modeller om världen. Med hjälp av dessa analyser diskuterar jag rimligheten i den tes som han ställer upp och konsekvenserna som hans förutsägelser och policyrekommendationer får, för att sedan kunna bedöma om hans modell är användbar eller inte. Min slutsats är att den inte är särskilt användbar, främst på grund av den oklara betydelsen av hans begrepp. En modell utifrån fler faktorer skulle istället ge oss en bättre förståelse av världen. / This paper is a critical examining of Samuel P. Huntington’s model for understanding world politics, that he presents in his book The Clash of Civilizations and the Remaking of World Order. The examining is based on an analysis of his basic concepts, “civilization” and “clash”, and on another analysis of how his model differs from other models about the world. With the help of theses analyses I discuss the reasonableness of the these he formulates and the consequences that his predictions and policy recommendations have, to be able to judge if his model is useful or not. My conclusion is that it’s not very useful, mainly because of the unclear meaning of his basic concepts. Instead, a model based on more factors would give a us a better understanding of the world.

In my essay, I write about the work at a pre-school in a segregated suburb. I begin my essay with examples from my workday. In one case, it is about Sara, playing games where other children are excluded and she also exhibits a power game towards me. In the second example, it is about how a group of children conspire and expose both themselves and others for destructive conspiracy patterns. When I write down what happens in the group of children at my pre-school, I see patterns reminiscent of destructive gangs. I reflect about whether I am witnessing that my preschooler is in the preliminary stage of youth gangs with destructive patterns. The purpose of my essay is that for my own sake, and from a social perspective to provides deeper understanding of the causes that can generate power game and conspiracy patterns in children in segregated neighborhoods. I also describe how it can be to work in a kindergarten in a segregated suburb. M y questions are what happen to children when norms in the home are in conflict with the norms of the preschool. The norms in the homes may also be an illegal act in Sweden, when punishment and spanking occurs. Children may be in a conflict of loyalties when they know that parents may not spank their children in Sweden, but still do it. I examine whether there may be negative factors in the family's integration that allows contexts do not meet in a positive direction, and therefore can cause cultural clashes. I start from my own experiences as child-minder in the suburbs during twenty five years. I do this by writing the essay, I reflect on my own thoughts, but also through reflective conversations with others. To obtain scientific perspective on my research, I have chosen as the starting point to the support of other studies in ethnological and sociological aspects. I have come to the conclusion that there may be several reasons for pre-school children of my workplace to act as they do. One reason that I think is important is that families in my pre-school are segregated in the segregation, their meetings consisting mostly of their own countrymen and relatives. The majority of parents have no work and their contact with the Swedish society is done by the authorities and at the pre-school. I have met families where parents have lived in Sweden for twenty years, but still have limited language in Swedish. I have also seen that there is an aversion to the "Swedish" and that there is a conscious choice to refrain from it.