We explored how individuals high in narcissism maintained positive self-evaluations when faced with threats from romantic partners, and the role of attentiveness to attractive alternatives in self-evaluation maintenance. Participants and their romantic partners completed surveys measuring narcissism, closeness, attention to alternative partners, and IQ tests. They were given false feedback concerning their performance on the IQ tasks in relation to their partners, then asked to take additional surveys measuring closeness change. Ultimately, there was no significant connection between narcissism and reduction of closeness following a threat. Attention to alternative partners did not act as a mediator between narcissism and closeness reduction. Couples-level analyses yielded that couples with higher narcissism reported lower closeness. There was also a significant narcissism by condition interaction, with highly narcissistic couples in the non-threat condition reporting lower closeness scores than highly narcissistic couples who were in the threat condition. Limitations and future directions are discussed.

本研究は、6つのアジア諸言語―日本語、インドネシア語、韓国語、ベトナム語、タガログ語、中国語―の断り表現を比較し、断り表現における意味公式の出現順序は、言語の構造(主要部先頭・最終)と関係があることを明らかにすることを目的とする。主要部先頭言語は、「断り」を他の意味公式より先に述べる傾向があり、一方、主要部最終言語は、他の意味公式を先に言ってから、「断り」を述べるという結果が見られた。 / This study investigated refusal expressions in six Asian languages—Japanese, Indonesian, Korean, Vietnamese, Filipino, and Chinese—. The purpose of this study was to examine whether there is a relationship between language category (head-initial/final language) and the occurrence of semantic formula function groups (SFFGs) in refusal expressions. The result of analyses on refusal expressions of the six languages showed that head-initial languages have a strong tendency to use "Refusal" before another semantic formula, and head-final languages have a tendency to use "Refusal" after other SFFGs. / 博士(文化情報学) / Doctor of Culture and Information Science / 同志社大学 / Doshisha University

Strong families are built on positive relationships among husbands, wives, and children, and can be positively or negatively impacted by a variety of factors. This study focuses on the influence of religiosity on family strengths, particularly as it affects marital commitment, relationships between parents and children, and family involvement. Using Flourishing Families Project (FFP) data (N=305 couples) and a theoretical framework derived from Dollahite and Marks, Mahoney and colleagues, and Stinnett and DeFrain, I examined the ways in which a parent's religious beliefs and religious practices support or hinder family relationships. The Actor-Partner Interdependence Model (APIM) was used to examine the intrapersonal and interspousal relationships among religious beliefs, religious practices, marital commitment, parent-child closeness, and family involvement. Results suggest that religious beliefs and practices are equivocal and are associated with higher and lower marital commitment, parent-child closeness, and family involvement for both husbands and wives. Significantly, this research demonstrated that husbands and wives differed through both intrapersonal and interspousal pathways. These results provide important insight into the ways religiosity is associated with family strengths and provides additional handles for researchers and practitioners interested in strengthening families. / Ph. D.

Centrality measures in network analysis have become a popular measurement tool for identifying coherent nodes within a network. In the context of stock markets, the centrality measure helps to identify key performing ele- ments and strengths for specific stocks and determine their impact on disrupting market value and performance. Multiple studies presented practical implementations of centrality measures for determining trends and perform- ance of a particular market. However, fewer studies applied centrality measures to predict trends in the stock market.

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Bakgrund: Vid vården i livets slutskede upplever patienten och närstående ett behov av att bli sedda som unika människor med individuella behov. Där vården inriktas på att se till det kroppsliga, andliga och sociala aspekterna för att kunna lindra lidandet. Syfte: Att beskriva sjuksköterskans upplevelse av att ge vård i livets slutskede. Metod: Systematisk litteraturstudie med beskrivande syntes. Tolv kvalitativa artiklar analyserades och presenteras i resultatet i arbetet. Resultat: Det framkom efter analys två teman; Resurser vid vård i livets slutskede och Utmaningar vid vård i livets slutskede. Där sjuksköterskans upplevelse beskrivs i fem subteman. Slutsats: Sjuksköterskan upplevde att det fanns både resurser och utmaningar vid vård i livets slutskede. De upplevda resurserna var att skapa en vårdande relation, våga vara nära, samt att det fanns en medvetenhet om den egna kompetensen när de vårdar patienten i livets slutskede. De upplevda utmaningarna var när vården påverkades av vårdmiljön eller av fördröjningar av beslut rörande vårdprocessen, samt en känsla av att inte räcka till som sjuksköterska. / Background: In the end of life care, patient and loved ones experience a need to be handle as unique people with individual needs. Where care is focused on ensuring the physical, spiritual and social aspects of being able to relieve suffering. Aim: To describe the nurse's experience of providing end of life care. Method: Systematic literature study with descriptive synthesis. Twelve qualitative articles were analysed and presented in the results of the work. Result: Two themes emerged after analysis; Resources in the end of life care and Challenges in the end of life care. Where the nurse's experiences are described in five sub-themes. Conclusion: The nurse experienced that there were both resources and challenges in the end of life care. The perceived resources were to create a caring relationship, dare to be close, and that there was an awareness of one's own competence when they care for patient in the end stage of life. The perceived challenges were when health care was affected by the care environment or by delays in decisions regarding the care process, and a feeling of not being sufficient as a nurse.

Data anonymization is a relevant and important field within data privacy, which tries to find a good balance between utility and privacy in data. The field is especially relevant since the GDPR came into force, because the GDPR does not regulate anonymous data. This thesis focuses on anonymization of directory-structured data, which means data structured into a tree of directories. In the thesis, four of the most common models for anonymization of tabular data, k-anonymity, ℓ-diversity, t-closeness and differential privacy, are adapted for anonymization of directory-structured data. This adaptation is done by creating three different approaches for anonymizing directory-structured data: SingleTable, DirectoryWise and RecursiveDirectoryWise. These models and approaches are compared and evaluated using five metrics and three attack scenarios. The results show that there is always a trade-off between utility and privacy when anonymizing data. Especially it was concluded that the differential privacy model when using the RecursiveDirectoryWise approach gives the highest privacy, but also the highest information loss. On the contrary, the k-anonymity model when using the SingleTable approach or the t-closeness model when using the DirectoryWise approach gives the lowest information loss, but also the lowest privacy. The differential privacy model and the RecursiveDirectoryWise approach were also shown to give best protection against the chosen attacks. Finally, it was concluded that the differential privacy model when using the RecursiveDirectoryWise approach, was the most suitable combination to use when trying to follow the GDPR when anonymizing directory-structured data.

The purpose of this essay is to explore how educators are supposed to prioritize their work at the preschool so that all children are listened to and the conditions necessary for kids to dare to express their feelings and thoughts are in place. How is the relationship important for the child's learning? How do I become a committed educator who knows how to interpret and prioritize my work so it benefits children's learning? I am developing these questions in two parts in my following text. Firstly I am writing about why it is important that we who work as pedagogues meet the child on the child’s own terms. In this part I am discussing security, closeness and distance between child and pedagogue and what that relationship might mean for child development. Then I turn to how to prioritize in order to be the best pedagogue for the benefit of the child's learning. My method is to reflect and question the knowledge I acquired during my work at the preschool. Together with various theories such as related theory, relationship skills and philosopher John Dewey, I have tried to have a discussion. In the text, I use two events from my work that illustrates the problem. With these as a foundation, I am discussing various opposed concept pairs such as control – initiative and their importance to be able to explore my problem of how to interpret the curriculum and prioritize my work. I have come to the conclusion that if we are to meet all people in a democratic and equal way, we ourselves need to some extent adapt to the one we face. The quality of the meeting between teacher and child affects whether the child will dare to express its thoughts and feelings. When teachers assume the child's thoughts and development, we can easily see the curriculum and the child's learning in a holistic perspective. The child finds it easier to learn new things when we as teachers assume the child's own thoughts. The relationship between child and teacher is important for the child's learning. In order to be capable of meeting these goals teachers are required to have an emotional maturity and development and the need to develop throughout life. We educators need to be better able to discuss and raise issues about how we handle our own emotions at work and what skills we need to be able to achieve these objectives. It can help us become a "bubbly enthusiast" who likes to work as a preschool teacher's, and finds the work developing and fun. / Syftet med den här essän är att undersöka hur pedagoger ska prioritera sitt arbete på förskolan så att alla barn blir lyssnade på och vilka förutsättningar som krävs för att barnen ska våga uttrycka sina känslor och tankar. På vilket sätt är relationen betydelsefull för barnets lärande? Hur ska jag bli en engagerad pedagog som vet hur jag ska tolka och prioritera i mitt arbeta så det gynnar barnens lärande maximalt? Jag utvecklar dessa frågor i två delar i min text. Först, skriver jag om varför det är viktigt att vi pedagoger möter barnet på sina egna villkor. I den delen, diskuterar jag tryggheten, närheten och distansen mellan barnet och pedagogen och vad den relationen kan betyda för barnets utveckling. Sedan tar jag upp hur jag ska prioritera för att kunna vara den bästa pedagogen för att gynna barnets lärande. Min metod är att reflektera och ifrågasätta den kunskap som jag tillägnat mig i mitt arbete på förskolan. Tillsammans med olika teorier som t.ex. anknytningsteorin, relationskompetens och filosofen John Dewey har jag försökt föra en diskussion. I texten använder jag mig av två händelser från mitt arbete som belyser problematiken. Jag utgår utifrån dem och diskuterar olika begrepps motsatspar som t.ex. kontroll – initiativ och dess betydelse för att kunna utforska mitt problem hur jag ska tolka läroplanen och prioritera i mitt arbete. Jag har kommit fram till att om vi ska kunna möta alla människor på ett demokratiskt och likvärdigt sätt behöver vi själva till viss del anpassa oss till den vi möter. Mötets kvalitet mellan pedagogen och barnet påverkar om barnet ska våga uttrycka sina tankar och känslor. När vi pedagoger utgår från barnets tankar och utveckling kan vi lättare se läroplanen och barnets lärande i ett helhetsperspektiv. Barnet har lättare att lära sig nya saker när vi som pedagoger utgår från barnets egna tankar . Relationen mellan barnet och pedagogen är viktig för barnets lärande. För att klara att uppfylla målen behöver vi pedagoger ha en känslomässig mognad och utveckling och den behöver utvecklas under hela livet. Vi pedagoger behöver bli bättre på att diskutera och lyfta problem som handlar om hur vi hanterar våra egna känslor i arbetet och vad vi behöver för kompetens för att kunna uppnå målen. Det kan hjälpa oss att bli en ”sprudlande eldsjäl” som tycker att arbetet som förskollärare är utvecklande och roligt.

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