This thesis seeks to challenge deficit approaches to 'different' childhoods. It does this through documenting the everyday life experiences of Sylheti-heritage Muslim children in urban Scotland, and reading these childhoods through the lives of children and their kin in rural Sylhet, Bangladesh. The research is based on 3 years' ethnographic fieldwork (January 2008-February 2011), in Scotland and in Bangladesh, and incorporates various child-friendly creative research methods used to elicit data on children's realities and perspectives on their lives. These data are supplemented by data from the children's mothers (and occasionally wider family) in both locations. Transnational migration between the Indian subcontinent and the UK is not new, but little research has focused on childhoods, in particular the lived experiences of young Muslim children of marriage-migrant mothers in Scotland, where this minority ethnic 'community' is quite small, later-formed and largely invisible. Little early childhood research has been conducted on children's everyday lives either in rural Sylhet or in Scotland. The history and context of migration and the realities of children's lives in Scotland, as migrant-heritage Muslim children, are largely unexplored and their particular needs are little understood. Some media and public imaginaries and discourses portray Muslim families and their communities as 'problematic', increasingly so since September 11th, 2001, with recent events in the UK, mainland Europe and the Middle East adding fuel to such sentiments. Many Sylheti-heritage families experience harassment and abuse, or live in fear of such eventualities, and the women and young children in my Scottish cohort have largely withdrawn for safety from the visible public domain. This research aims to contribute to a body of knowledge on early childhood(s). Early childhood interventions are high on Scotland's, and the UK's, policy agendas. These policies aim to create better futures and greater inclusiveness for all residents, but they are problematic for families that do not match the very Euro-American middle-class conceptions of childhood and family norms that inform policy. Despite the introduction of strengths-based models in family and childhood policy and practice, such 'different' children and families may still be viewed from a deficits perspective. Such deficit discourses may be rooted in a language of cultural deprivation and special needs, focusing on perceived deficiencies, resulting in the pathologising of certain groups, which become normalised over time. The global Early Years' agenda is also reflected in interventions in rural Bangladesh, with imported global ideals and norms of which most village families have no knowledge and which bear little relevance to their everyday lives. For example, many interventions exist for early childhood in the form of pre-school and nursery provision, but many are based on very Eurocentric models of childhood, which although pertinent in the Global North may not 'fit' with the realities of life for most rural children and their families. There is an over-emphasis on children's futures and children as 'becomings', the future citizens they will become, rather than on their quality of life here and now as 'beings'. This thesis frames children's everyday lives in terms of 'domains': places of childhood (locations of children's day-to-day activities), 'networks': spaces of childhood (social networks and relationships with kin and friends); and 'preoccupations': pursuits of childhood (how they spend their lives and what meaning, if any, they attach to these different aspects of life). The gendered character of these experiences is highlighted throughout. Children's lives, particularly when young, are influenced and shaped by their kin, yet opportunities for agency also exist. When women migrate after marriage from Sylhet to Scotland, some aspects of childhood and family lives remain fairly constant while others change quite radically. For instance, whilst children's lives continue to be centred on close family, family may be much smaller and less accessible than in Sylhet. Concepts of house and neighbourhood continue to be important, but Sylheti village childhoods are largely spent outdoors, whilst children are largely restricted to the family home in Scotland; children's physical domains of activity diminish and women and children have few opportunities to connect socially beyond their existing family networks, particularly in the early years. Social life, very rich and foregrounded in Sylheti villages, becomes potentially more restricted in Scotland although women work hard to create and maintain social opportunities and networks in Scotland, with wider Diasporic kin, and the Sylheti villages to which they have connections. Through their representations and narratives, both drawn and spoken, children convey rich examples of their childhood experiences, in both locales, which challenge deficit discourses on 'different childhoods'.

Bakgrund: Psoriasis är en autoimmun, inflammatorisk och kronisk hudsjukdom där hudbarriären är nedsatt med strukturella och funktionella avvikelser i hornlagret. Målet för behandlingen idag är att minska utbredning och symtom så att drabbade personer i så liten utsträckning som möjligt påverkas i deras vardagliga liv Syfte: Syftet var att beskriva hur vuxna personer som drabbats av psoriasis påverkas av sin sjukdom i sitt vardagliga liv. Metod: Studiens design var en allmän litteraturstudie som utgick från 11 vetenskapliga artiklar. Artiklarna analyserades för att identifiera relevant information som vidare färggrupperades och data kategoriserades. Resultat: Tre kategorier identifierades; fysisk påverkan av psoriasis, psykisk påverkan av psoriasis och social påverkan av psoriasis. Konklusion/implikation: Det vardagliga livet för personer med psoriasis påverkades i stor omfattning då symtom innebar fysiska, psykiska och sociala begränsningar. Det föreligger ett stort behov av personcentrerad vård hos personer med psoriasis. Sjuksköterskor ska värna om patienter och tillämpa god omvårdnad. Att utveckla den personcentrerade vården är av vikt för att hälso- och sjukvården ska kunna möta omvårdnadsbehovet hos personer med psoriasis. / Background: Psoriasis is an autoimmune, inflammatory and chronic skin disease with impaired skin barrier due to structural and functional deviations on the stratum corneum. The goal for treatment is to decrease the spread of the disease and symptoms so that people to a smaller extent get affected in their everyday lives. The Aim: The aim of this study was to describe how people suffering from psoriasis are affected by the disease in their everyday lives. Method: A general literature study design was used. 11 articles were analyzed to identify relevant information which later was color grouped and data was categorized. Results: Three categories were found; physical impact of psoriasis, psychological impact of psoriasis and social impact of psoriasis. Conclusion/Implications: Everyday life for people suffering from psoriasis was affected to a great extent when symtoms meant both physical, psychological and social limitations. There is a great need for person centered care for people with psoriasis. Nurses shall protect patients and apply person centered care. Developing person centered care is of importance for healthcare to be able to meet the needs of people with psoriasis.

The subject of this study was Swedish women's experiences of their everyday lives as lived between the demands of work and family. Twenty female civil servants were interviewed six times each over a three and a half year period when their work places underwent organizational changes. One purpose of the study was to investigate how women while managing everyday demands reproduce or transform the meanings of gender in their own lives. A second purpose was to discuss the impact of these processes on women's self-understandings and ways of relating to power and issues of gender equality, as well as the meanings of "femininity" in their lives. The repeated semi-structured interviews were analysed using two qualitative approaches: the first focused on the ways individual women understood and negotiated their everyday lives. It yielded four main areas of negotiation: the personal biography as a dynamic context in which a woman understands her experiences; the balancing between work and family generally managed by women; women's often somewhat ambiguous personal fit at work; and the striving for subject positions at work. In the second approach discourse analysis was used to study how gender is locally reproduced or transformed from personal experiences set in specific discursive contexts. Modes of understanding were in focus; i.e. the different ways women may integrate experiences as parts of their sense of self, depending mainly on social positionings. Important discursive themes were the women's self-presentations, their experiences of gender equality and power differentials, and their ways of relating to femininity. The dissertation also discusses the types of psychological theory best suited to the historically changeable contents of "femininity", in contrast to its more stable relational qualitites of subordination vs. superordination, and argues for theory situated in a feminist social constructionist framework. / digitalisering@umu

A cibercultura é a cultura contemporânea estruturada pelos usos sociotécnicos e culturais das mídias digitais em rede. Suas dimensões vêm afetando diretamente os cotidianos no ciberespaço e nas cidades. Neste contexto, esta dissertação buscou compreender como os professores vêm utilizando as mídias digitais em rede. Constamos a emergência e a interconexão de práticas, narrativas e aprendizagens mediadas na e pela cibercultura. Para tanto, dialogamos com as abordagens da pesquisa-formação multirreferencial (Ardoino, Macedo e Santos) e com as pesquisas nos/dos e com os cotidianos (Certeau, Alves, Oliveira). Utilizamos uma bricolagem de dispositivos baseada em conversas presenciais e online (ambiente Moodle, via metodologia WebQuest interativa) no contexto formativo da disciplina "Informática na Educação" do EDAI - Curso de Especialização em Educação com Aplicação da Informática - da Faculdade de Educação da UERJ. Além do ambiente Moodle dialogamos com os praticantes via imersão nas mídias e redes sociais da internet (Orkut, Twitter, YouTube, Blogger). Para enunciar tais práticas recorremos, além dos estudos das abordagens multirreferencial e dos cotidianos, aos estudos da cibercultura (Levy, Castells, Lemos , Santaella, Santos, Silva) e da educação online (Santos, Silva). Analisando os rastros das itinerâncias e narrativas dos praticantes, chegamos aos seguintes achados: a) o digital em rede potencializa e faz emergir outros espaçostempos de aprendizagem e formação, proporcionando fazeressaberesfazeres autorais e colaborativos; b) as redes educativas são tecidas dentrofora do ciberespaço, das escolas e de outros espaços multirreferenciais; c) precisamos repensar os currículos em tempo de cibercultura, articulando propostas de formação na escola, na universidade e no ciberespaço. / Cyberculture is contemporary culture structured by sociotechnical and cultural uses of digital media networks. Its dimensions directly affect everyday lives in cyberspace and in cities. It is in this context that this dissertation seeks to understand how teachers have come to use digital media networks. We demonstrate the emergence and interconnection of practices, narratives, and learning mediated within and by cyberculture. We have also instigated a dialogue between the approaches taken in multi-referential educational research (Ardoino, Macedo and Santos) and the research on everyday lives (Certeau, Alves, Oliveira). We employ a medley of devices based on face-to-face and online conversations (Moodle environment, via WebQuest interactive methodology) in the educational context of the IT in Education module of the EDAI (Teacher Training with Applied IT) offered by the Education Faculty at Rio de Janeiro State University. Along with the Moodle environment, we have also conversed with users by immersing ourselves in online social media and networks (Orkut, Twitter, YouTube, Blogger). In studying such practices, along with examining research on multi-referential and everyday life approaches, we have also called on research on cyberculture (Levy, Castells, Lemos, Santaella, Santos, Silva) and online education (Santos, Silva). By analysing users roaming and narratives, we have reached the following conclusions; a) digital networks potentialise and provide other time-spaces for learning and education, stimulating authorial and collaborative know-how; b) educational networks are interwoven inside and outside cyberspace, schools, and other multi-referential spaces; c) we need to reconsider curriculums during this era of cyberculture and outline proposals for education in schools, universities, and in cyberspace.

A cibercultura é a cultura contemporânea estruturada pelos usos sociotécnicos e culturais das mídias digitais em rede. Suas dimensões vêm afetando diretamente os cotidianos no ciberespaço e nas cidades. Neste contexto, esta dissertação buscou compreender como os professores vêm utilizando as mídias digitais em rede. Constamos a emergência e a interconexão de práticas, narrativas e aprendizagens mediadas na e pela cibercultura. Para tanto, dialogamos com as abordagens da pesquisa-formação multirreferencial (Ardoino, Macedo e Santos) e com as pesquisas nos/dos e com os cotidianos (Certeau, Alves, Oliveira). Utilizamos uma bricolagem de dispositivos baseada em conversas presenciais e online (ambiente Moodle, via metodologia WebQuest interativa) no contexto formativo da disciplina "Informática na Educação" do EDAI - Curso de Especialização em Educação com Aplicação da Informática - da Faculdade de Educação da UERJ. Além do ambiente Moodle dialogamos com os praticantes via imersão nas mídias e redes sociais da internet (Orkut, Twitter, YouTube, Blogger). Para enunciar tais práticas recorremos, além dos estudos das abordagens multirreferencial e dos cotidianos, aos estudos da cibercultura (Levy, Castells, Lemos , Santaella, Santos, Silva) e da educação online (Santos, Silva). Analisando os rastros das itinerâncias e narrativas dos praticantes, chegamos aos seguintes achados: a) o digital em rede potencializa e faz emergir outros espaçostempos de aprendizagem e formação, proporcionando fazeressaberesfazeres autorais e colaborativos; b) as redes educativas são tecidas dentrofora do ciberespaço, das escolas e de outros espaços multirreferenciais; c) precisamos repensar os currículos em tempo de cibercultura, articulando propostas de formação na escola, na universidade e no ciberespaço. / Cyberculture is contemporary culture structured by sociotechnical and cultural uses of digital media networks. Its dimensions directly affect everyday lives in cyberspace and in cities. It is in this context that this dissertation seeks to understand how teachers have come to use digital media networks. We demonstrate the emergence and interconnection of practices, narratives, and learning mediated within and by cyberculture. We have also instigated a dialogue between the approaches taken in multi-referential educational research (Ardoino, Macedo and Santos) and the research on everyday lives (Certeau, Alves, Oliveira). We employ a medley of devices based on face-to-face and online conversations (Moodle environment, via WebQuest interactive methodology) in the educational context of the IT in Education module of the EDAI (Teacher Training with Applied IT) offered by the Education Faculty at Rio de Janeiro State University. Along with the Moodle environment, we have also conversed with users by immersing ourselves in online social media and networks (Orkut, Twitter, YouTube, Blogger). In studying such practices, along with examining research on multi-referential and everyday life approaches, we have also called on research on cyberculture (Levy, Castells, Lemos, Santaella, Santos, Silva) and online education (Santos, Silva). By analysing users roaming and narratives, we have reached the following conclusions; a) digital networks potentialise and provide other time-spaces for learning and education, stimulating authorial and collaborative know-how; b) educational networks are interwoven inside and outside cyberspace, schools, and other multi-referential spaces; c) we need to reconsider curriculums during this era of cyberculture and outline proposals for education in schools, universities, and in cyberspace.

Ce sujet a pris forme à partir de ma propre pratique d’artiste. Celle-ci a comme base une réflexion sur les normes industrielles qui définissent les formats et les dimensions des espaces standardisés constituant notre quotidien. Ces éléments sont rationnalisés afin de rendre leur production, leur transport et leur usage les plus économiques et efficaces possibles. Cette réflexion m’a notamment amené à une compréhension quant au fonctionnement de ces normes ; les objets composant notre cadre de vie entretiennent entre eux des rapports de proportion. Ceux-ci sont généralement fondés sur un module commun servant de base à l’élaboration de ces formats. Ce système paraît dès lors se rapprocher de celui qui caractérisa les canons artistiques. Ces derniers renvoyaient, de façon générale, à des principes mathématiques ou géométriques déterminant des rapports de proportions et assurant une cohésion entre les dimensions d’une œuvre ou d’un bâtiment. Les canons artistiques et les normes de l’industrie partageraient donc un même fonctionnement et diverses analogies. L’exemple le plus probant est celui de la feuille de papier de série A (A3, A4...) dont le format rectangulaire est construit selon le principe de la « porte d’harmonie » qui fut avec « la divine proportion » des canons artistiques. Ma recherche consiste donc à saisir et à mettre en pleine lumière le caractère profondément sculptural des normes en l’associant à l’étude d’une histoire artistique à laquelle se rattachèrent les canons de proportion. De plus, cette réflexion peut alors nous conduire vers deux autres questions. La première concerne l’idée que les normes de l’industrie construisent virtuellement une forme sculpturale au cœur même du quotidien de par les liens de dimensions qu’elles prescrivent entre les standards. La seconde souligne la résurgence d’un langage sculptural spécifique dans des pratiques artistiques ayant comme intentions celles d’interroger et de manipuler la réalité et le fonctionnement même des éléments usinés. / The topic of this doctoral thesis has been shaped by my own artistic work; my work is based on a reflection upon industrial norms that define form and dimensions of standard spaces in our everyday lives. These components are rationalised so that their production, transportation and consumption is as economical and efficient as possible. Through this work I have thus come to an understanding of how these norms work; the objects which make up our everyday surroundings maintain a relationship of proportions. Most of these proportions are based upon a common module that functions as a norm for the creation of these formats. In many ways, this system is similar to that of art’s bygone canons. A canon generally reflected mathematical or geometrical calculations, equally based on a module that determined the proportions and guaranteed a cohesive principle between the various sizes of the artwork or building. Thus artistic canons and industrial norms operate in a similar way, they also share a common vocabulary and analogy. The A series sheet of paper (A4, A3…) whose rectangular format obeys similar proportions to those of the golden ratio, maybe art’s most famed canons. My research therefore aims to understand and shed some light on the sculptural nature of these norms whilst combining it with the study of art history where canon proportions already existed. This reflection will lead towards two new questions. The first question being the idea that industrial norms build a virtual sculptural form at the heart of everyday life thanks to the dimension links which exist between standard objects. The second one underlines the resurgence of a specific sculptural language used in artistic practices to interrogate and manipulate reality and the operating system of the elements it produces.

A presente pesquisa tem como objetivo conhecer as experiências sociais vividas por exmoradores da Ocupação urbana conhecida como Pinheirinho - ocorrida entre os anos de 2004 e 2012 na cidade de São José dos Campos SP, através dos significados atribuídos aos usos que faziam da cidade, compreendendo os motivos que levaram os sujeitos a optarem por uma ocupação urbana irregular, suas experiências cotidianas e como eram endereçadas suas necessidades sociais junto aos Poderes Públicos. Trata-se de uma pesquisa qualitativa; de natureza básica; do ponto de vista dos objetivos, descritiva e exploratória; e do ponto de vista dos procedimentos técnicos, pelo fato da pesquisa ter sido realizada após a desocupação da Ocupação, Ex-Post-Facto. Dada a constante polarização das análises acerca da Ocupação, principalmente por parte da grande mídia, restringiu-se a amostra de entrevistados àqueles que não faziam parte da Liderança da Ocupação, tampouco dos Governos Municipal, Estadual ou Federal. Para a coleta de dados, utilizou-se a metodologia da História Oral, orientada por um roteiro, definido em cinco eixos. Tal metodologia possibilitou um aprofundamento nas histórias dos sujeitos, possibilitando a redução da amostra. Dessa maneira, apesar da Ocupação contar com aproximadamente seis mil pessoas, tem-se uma amostra de dez sujeitos, sendo analisados em profundidade, através de uma perspectiva analítica pautada na Teoria Social Crítica, seis deles. A análise dos dados foi subsidiada interdisciplinarmente por diversos autores, dentro os quais se destacam David Harvey, Francisco de Oliveira, Vera Telles e Zygmunt Bauman. Coube ao pesquisador dialogar as entrevistas, repletas de subjetividades, com os teóricos, como os acima citados, além de outras fontes de dados, como jornais e revistas, dentre outros. Como resultado, revelam-se histórias e experiências do cotidiano na cidade. Experiências cheias de vida: do trabalho precário, da luta pela moradia, das práticas do espaço, do despertar de uma consciência política, de acertos, erros, afetos, solidariedade, violência, enganos, desenganos etc. São relatos de pessoas comuns que compartilham a experiência de terem residido em uma ocupação urbana irregular. Relatos de vidas refletidas por políticas públicas mal feitas. Vidas marcadas pela precariedade do trabalho, que determinam pontos de inflexões, criando novos usos da Cidade, em uma constante disput com poderes públicos e privados para transformála conforme sua necessidade, resultando em um constante movimento de criação de acessos e bloqueios. / This research aims to understand the social experiences of former residents of the urban occupation known as Pinheirinho, which existed between 2004 and 2012 in the city of São José dos Campos, SP. It was analyzed the significant attributes of those who created the occupation, the reasons that led the subjects to opt for an irregular urban occupation, their everyday experiences, and how their social needs were addressed by the public authorities. This research is qualitative, descriptive, and exploratory, with basic objectives, from the point of view of technical procedures, and Ex-Post-Facto, because the survey was conducted retrospectively after the Occupation was vacated. Given the constant polarization of the analysis about the Occupation, especially by the mainstream media, the sample was restricted to those respondents who were not part of the leadership of the Occupation nor the Municipal, State, or Federal Government. For collect data, it was used Oral History methodology, guided by a script, which focused on five main topics. This methodology enabled the collection of in-depth histories of the subjects, permitting a reduced sample. Thus, although the occupancy contained about six thousand people, our samples has only ten subjects, which were analyzed in depth, through an analytical perspective guided in Critical Social Theory, six of them. Data analysis was supported by several authors across disciplines, such as David Harvey, Francisco de Oliveira, Vera Telles, and Zygmunt Bauman. The investigator who conducted the interviews, which were subjective, used the theorists mentioned above as well as other data sources, such as journals and newspapers. The result is a portrait of stories and experiences of everyday life in the city. Life experiences are described such as job insecurity, the struggle for housing, the practices of space, successes, failures, affections, solidarity, violence, misunderstandings, deceptions, etc. It is a report of common people who share the experience of having lived in an irregular urban occupation. The report reflects the bad public policy. Their lives have been marked by job insecurity, which determine inflection points, creating new practices for the City that is in constant dispute with public and private powers to transform as needed, resulting in constant movement that creates access and obstacles.