本研究旨在探討團隊式、主從式、輪流式之合班教學類型其教師課堂經驗與幼兒課程經驗之內涵。本研究使用自編之「幼兒課程經驗記錄表」與「教師課堂經驗記錄表」進行結構式之觀察，觀察對象為台北市公立幼稚園「團隊式」、「主從式」、「輪流式」班級之教師及幼兒，各兩班；觀察時間從早上九點至下午四點，共18天，並於觀察結束後進行教師訪談。 分析結果發現，教師課堂經驗層面，(一)團隊式教師之合作方式以「共同主導」為主，工作內容以「教學相關內容」為主。而「共同討論」比例最高，深度亦是最深，「常規」管理之時間最少。(二)主從式教師合作方式以「一主一協」為主，除中午生活活動時段「獨自帶領」比例提升；工作內容以「教學相關內容」為主。(三)輪流式教師合作方式以「獨自帶領」為主，除中午生活活動時段以「共同主導」為主；工作內容以「照料幼兒」為主，由於獨自帶領比例高，因此「常規」比例最高。 幼兒課程經驗層面，(一)三種合班教學類型皆以「生活活動」比例最高，「學習活動」次之，「轉銜活動」最少。其中上午時段以「學習活動」為主，中午以「生活活動」為主。(二)「學習活動」以「團隊式」、「主從式」之比例最高；「生活活動」以「輪流式」比例最高；「轉銜活動」以「主從式」、「輪流式」比例最高。(三)下午時段，「團隊式」、「主從式」以「學習活動」為主，但主從式多為角落與各類遊戲活動；「輪流式」則以「生活活動」為主。(四)三種合班教學類型之共同參與者皆以「教師與同儕」為主；活動主導者皆以「教師主導」為主；目標明確度以「團隊式」最高。 本研究亦發現，(一)三種合班教學類型其個別指導比例皆偏低，其與研究者進班觀察時間有關。(二)「團隊式」、「主從式」教師間會交流資訊；影響教師參與專業成長活動因素為教師時間與體力、研習內容等。(三)教師兼任行政工作之影響為中斷教學、增加教師負擔、提升教師獨自帶領比例等。(四)公幼並非完全無注音教學，原因為幼小銜接、因應家長需求。(五)自然科學比例較低，美術活動多為繪畫，素材多為彩色筆、蠟筆，缺乏多元性。 最後根據以上之結論，研究者針對幼稚園教師、幼稚園所、教育行政機關及後續研究提出建議。 關鍵字：合作教學、教學類型、課堂經驗、課程經驗、幼稚園 / The main purpose of this study is to discuss teachers' experiences and young children's experienced curriculum in three co-teaching types of classrooms, including “team work type”, “teach- assist type”, and “ rotation type”. This study uses “children's experienced curriculum record” and “teachers' experiences in the classroom record” to do the structural observation. Researcher observed three co-teaching types of classrooms choosing from Taipei city public kindergartens, two classrooms for each co-teaching type, totally six classrooms, from 9:00 a.m. to 4:00 p.m., totally 18 days, and interviewed teachers after observation. Following are the results of this study: First, on the part of teachers' experiences, (A) The primary cooperation way of team work type is “leading together”, and the primary work of team work type is about teaching. Besides, the percentage of discussion is the most, and the classroom- rule management is the least. (B) The primary cooperation way of teach- assist type is “one teach and one assist”, but the percentage of “leading alone” is increased only in the period of noon, and the primary work is about teaching. (C) The primary cooperation way of rotation type is “leading alone”, the percentage of “leading together” is increased only at the time of daily routine in the period of noon, and the primary work is about taking care of children. Besides, the percentage of classroom- rule management is the most. Second , on the part of children's experienced curriculum, (A) In all three types of co-teaching, “daily routine ” has the highest percentage of the context of curriculum, the “learning time” has the second most percentage, and the “transition time” has the least. And the primary activity in the period of morning is “learning”, while the primary activity in the period of noon is “daily routine ”. (B) “Learning time” in the team work type and teach-assist type classrooms is the most, and the “ rotation type” classrooms have the most “daily routine ” time. The teach-assist type and “rotation type” classrooms have the most percentage of “transition time” (C) In the period of afternoon, the primary activity in the team work type and teach- assist type classrooms is “learning time”, but teach- assist type classrooms have more learning corner and play time. And the primary activity in the “rotation type” classrooms is “daily routine ”. (D) The co-participants in all three types of co-teaching classrooms are teachers and peers, and teachers are the main leaders in the activities. And the goal of team work type is most explicit. This study also found, (A) The reason that the percentage of “individual instruction” in the three types of co-teaching classrooms is low, is because of the researcher’s observation time. (B) Teachers belong to team work type and teach-assist type usually exchange information. The factors affect teachers on attending professional development activities are their time, energy, and training programs. (C) The effects that teachers participate in administrative works are interrupting teaching, increasing teachers’ burden, and the percentage of “leading alone”. (D) Owing to the demand of transition from kindergarten to primary school, and the expectations of parents, there still be Chinese phonetic symbol teaching in public kindergartens. (E) The percentage of science curriculum is low. The art activities are mainly drawing, and the materials of art are mostly crayons or color pens, which are lack of varieties. On the basis of the results, this study proposes some suggestions for kindergarten managers, administrations, teachers, and researchers. Key words: co-teaching, teaching type, teachers' experiences, young children's experienced curriculum, kindergarten

<p>The aim of this study has been to investigate, through the narratives of ex-perienced teachers, insights and strategies in the teaching of history in upper secondary school. Based on a flexible grounded theory, life history and theories of pedagogical content knowledge, seven experienced history teachers have been interviewed about their conceptions of history teaching.</p><p>Development of insights into history teaching and the formation of knowledge can be described as involving both a refinement of practice and more revolutionary turning points. These insights emphasize that good knowledge of the subject is central for legitimacy and creativity. History teaching in Sweden is described as increasingly international and contem-porary, and focussed on students’ learning from various points of view. Varied teaching is stressed with the teacher in centre and also being able to take the role of arranger. Of importance is also the handling of teaching in history as a foundation course as well as an advanced or specialized course.</p><p>Influences from other subjects have had a diverse impact at the same time as personal interests and experiences, as well as external influences, have been important for the development of strategies. History teachers’ teaching strategies may be described in terms of 1) multiperspectivity, where different points of view and interpretations of history are central; 2) narrative history, where through both major and minor stories, a chronological structure and animation of the subject of history are strived after; 3) social scientific history, which uses history to explain contemporary society through making comparisons and seeking general patterns; and 4) an eclectic strategy, which strives after varieties of an individualised teaching of history by allowing students to make their ways into history in diverse ways. The experienced history teachers’ narratives make evident how the subject of history can be transformed, they demonstrate different conceivable ways of teaching history and reveal its complexity.</p><p>The teachers’ narratives show how, through their strategies in interaction with their insights in history teaching, they have created an overview and structure in the complex reality of teaching history. The teachers’ insights and strategies constitute a practice based contribution to a more experience informed practice and research on the teaching of history.</p>

This qualitative study aimed to examine which discourses can be found within the Child and Adolescent Psychiatry (BUP) and women’s shelters against domestic violence, concerning children that have experienced violence within the family, from two perspectives: the child’s need of father and of protection from violence. The study also aimed to examine which discourses can be found within the organisations concerning children’s well-being, how they define their mission concerning domestic violence and how this can affect the practical work with children that have experienced violence and their parents. The questions that the study aimed to answer were which discourses can be distinguished within BUP and the women’s shelters against domestic violence and how they can affect the different agencies’ view of the child’s need and well-being. These questions have been answered with collected interviews from the two respective agencies which have then been interpreted and processed through a critical discourse analysis from different theoretical concepts such as dominant discourses and service discourses in relation to Social Work, children’s need as a social construction and discourses of the child as a victim and an active participant. What the study showed was that the active participant-discourse overall was more prominent within BUP and that the victim-discourse was more prominent within the women’s shelters against domestic violence but also that both discourses were distinguishable in different ways and to different extents in both agencies in different combinations and variations. The study also found that the discourses, in different ways and to different extents, also affected the agencies’ view of the child’s need of father and of protection from violence.

The aim of this study has been to investigate, through the narratives of ex-perienced teachers, insights and strategies in the teaching of history in upper secondary school. Based on a flexible grounded theory, life history and theories of pedagogical content knowledge, seven experienced history teachers have been interviewed about their conceptions of history teaching. Development of insights into history teaching and the formation of knowledge can be described as involving both a refinement of practice and more revolutionary turning points. These insights emphasize that good knowledge of the subject is central for legitimacy and creativity. History teaching in Sweden is described as increasingly international and contem-porary, and focussed on students’ learning from various points of view. Varied teaching is stressed with the teacher in centre and also being able to take the role of arranger. Of importance is also the handling of teaching in history as a foundation course as well as an advanced or specialized course. Influences from other subjects have had a diverse impact at the same time as personal interests and experiences, as well as external influences, have been important for the development of strategies. History teachers’ teaching strategies may be described in terms of 1) multiperspectivity, where different points of view and interpretations of history are central; 2) narrative history, where through both major and minor stories, a chronological structure and animation of the subject of history are strived after; 3) social scientific history, which uses history to explain contemporary society through making comparisons and seeking general patterns; and 4) an eclectic strategy, which strives after varieties of an individualised teaching of history by allowing students to make their ways into history in diverse ways. The experienced history teachers’ narratives make evident how the subject of history can be transformed, they demonstrate different conceivable ways of teaching history and reveal its complexity. The teachers’ narratives show how, through their strategies in interaction with their insights in history teaching, they have created an overview and structure in the complex reality of teaching history. The teachers’ insights and strategies constitute a practice based contribution to a more experience informed practice and research on the teaching of history.

Bakgrunn og hensikt: For mennesker som blir akutt/kritisk syk blir livet oftest endret på kort tid fra å værevelfungerende i hverdagen til innleggelse i intensivavdeling hvor selveste livet kan stå på spill. Tradisjonelt settblir intensivpasienter tatt vare på gjennom medisinsk kunnskap og et naturvitenskapelig kunnskapsparadigme. Åvære akutt/kritisk syk innebærer å få spesielle opplevelser og erfaringer som går ut over hverdagserfaringene, oghvordan disse erfaringene trer fram i situasjonen. Denne kunnskapen pasientene bærer i seg er ikke bareindividuell og privat kunnskap, den representerer også en form for viten som trenger å forskes fram og løftes inni det offentlige rom både folkehelsevitenskapelig og sykepleievitenskaplig, nettopp fordi den omhandler viktigeforutsetninger for at pasientene skal bli sett og møtt også eksistensielt. Denne kunnskapen representerer en annenontologi og epistemologi enn den naturvitenskapelige kunnskapen og representerer derfor et annetkunnskapsperspektiv, også når det gjelder kunnskapsformidlingen i en klinisk veiledningssammenheng. Avhandlingens overordnede mål er å øke forståelsen av det å være alvorlig syk og hvordan kunnskap ut fraerfaringer har betydning i kunnskapsformidling i en intensivkontekst. Data og metoder: Avhandlingen har en kvalitativ tilnærming. I delstudie I ble det gjort en review avartikler for å se på stress relatert til kropp, rom og relasjon. I delstudie II ble det gjennomført intervju medtidligere intensivpasienter om opplevelsen av kropp, kraft og bevegelse under kritisk sykdom. I delstudie III bletidligere intensivpasienter intervjuet angående deres opplevelse av kroppsnærværet til pårørende under kritisksykdom. I delstudie IV ble det gjort observasjoner med påfølgende intervjuer av intensivsykepleiere om deresformidling av erfart og fortolket kunnskap i en klinisk veiledningssituasjon. I alle fire delstudiene benyttes detfenomenologisk-hermeneutiske analyser. Funn: I delstudie I kommer det fram at pasientene opplever stress knyttet til kropp, rom og relasjon.Kroppen påvirkes gjennom søvnavbrudd, smerter, angst og pasientene mister kontrollen over kropp og situasjon.Stress knyttet til rom framkommer gjennom at rommet blir et speil av situasjonen ved at den både representererlivet, men også redselen for døden. Gjennom det horisontale leie opplever pasientene at situasjonen utgjør enform for makt og de selv settes i avmakt. Relasjonelt stress framkommer oftest knyttet til sammenhenger hvordet utføres observasjoner, stell og behandling. Travelhet og organisering i avdelingen påvirker det relasjonellesamværet i form av stress. I delstudie II opplever intensivpasientene at kropp kraft og bevegelse trer fram bådegjennom ”tapet” av kroppen, hvordan de handterer situasjonen og hvordan de gjenerobrer kropp, kraft ogbevegelse. De opplever kraftløshet og bevegelsesbergrensninger. Dette innvirker på avhengigheten til andre ogskaper konflikter til pårørende. Pasientene handterer det kroppslige tapet gjennom mobilisering av familiengjennom å involvere dem. Samtidig blir de selvbeskyttende og utestenger familiesammenhengene. Kampen forlivet håndterer de gjennom galgenhumoren og skriket om hjelp som siste nødrop. Gjenerobringen av kroppen erknyttet til små framskritt, gjennom personalets motivasjon og gjennom drømmen om å utrette noe i livet. Idelstudie III opplever pasientene konflikt mellom nærheten og distanse til pårørende. De kjenner seg utestengt,samtidig som de bekreftes med gaver. Pasientene opplever det konfliktfylt når de sammenligner pårørendesreaksjoner og egen situasjon. De er redd at fellesskapet med pårørende skal opphøre, samtidig må de begrensesamværet. Å ikke kunne kommunisere med pårørende i kroppsnærværet oppleves motsetningsfullt. I delstudieIV formidler sykepleierne kunnskap til intensivstudentene gjennom meningsskapende kunnskapsbevegelser. Deformidler inntrykk fra situasjonen for å skape oversikt, de formidler kunnskap om fenomenene som framtrer ogde formidler hvordan de kan hjelpe kroppens egne prosesser. De vurderer og formidler også pasienteneskroppslige uttrykk og hvordan disse kan forstås og imøtekommes. Sykepleierne er også opptatt å formidlekunnskap for at studentene skal utvikle og få egne erfaringer i kroppen. Konklusjon: Gjennom fire delstudier løfter avhandlingen fram kunnskap som står i klar kontrast til dennaturvitenskapelige kunnskapen. Pasientene utsettes for store opplevelsesmessige belastninger i situasjonen somakutt/kritisk syke som setter de i en avmaktssituasjon ved at sykepleierne ikke fanger opp og handterer kroppensegen kunnskap i situasjonen. Pasientene befinner seg ofte i en eksistensiell situasjon som er preget avmarginalitet og eksistensiell væren. Pasientene viser at de har forutsetninger for å mestre situasjonen, menhjelpes lite til slik mestring. Intensivsykepleierne formidler ulikt faglig innhold til studentene for å skapeerfaringer og forståelse i situasjonen. Erfaringskunnskapen fra intensivkonteksten må derfor sees som et viktigkunnskapssupplement til folkehelsearbeidet. / Background and purpose: Acute/critically ill patients have had their life-conditions severely altered from awell-functioning everyday situation to a situation in which they struggle to survive. Traditionally the knowledgeparadigmfrom natural sciences together with medical expertise constitutes the framework for treatment. To beacute/critically ill involves experiences and events and phenomena typical to the situation. The patients’embodied knowledge is not limited to the personal and private sphere, it refers to highly relevant preconditionsfor visibility and reception, also on an existential level; it represents knowledge which needs to be researchedand discussed openly within the public health and nursing sciences. This knowledge represents a differentontology and epistemology from the natural sciences and thus a different perspective, also with regards toclinical tutoring. The dissertation’s primary target is to increase the knowledge about how critical illness isexperienced and how experience based knowledge is significant to teaching in an intensive care context. Data and methods: The dissertation is based on qualitative methods. Sub-study I includes reviews ofarticles on stress in a perspective of body, space and relationship. Sub-study II contains interviews with formerICU patients relating to their experience of body, strength and movement during critical illness. Sub-study III isbased on former ICU patients’ experience of the physical presence of their significant others during criticalillness. Sub-study IV contains observations and interviews of ICU nurses on how they teach experience basedand interpretation based knowledge in clinical tutoring. Phenomenological-hermeneutic analysis method isapplied to all four sub-studies. Findings: Sub-study I describes how patients experience stress in a perspective of body, space andrelation. The body is influenced by sleep deprivation, pain and anxiety. Patients experience loss of control withtheir bodies as well as with the situation. The room mirrors the situation patients are in, creating stress by itsrepresentation of life as well as fear of dying. The patient’s horizontal position reflects disproportionate powerinducing a sense of disempowerment. Relational stress situations usually appear in contexts involvingobservation, care or treatment. The organizational structure and activity on the ward affects stress levels. In substudyII the ICU patients experience how power and movement is affected by a sense of loss of body, how theymanage to respond to the situation and how they eventually reclaim the body, power and movement. Theyexperience disempowerment and limitations to movement. This causes dependency and creates conflicts withtheir significant others, especially with regards to proximity and distance. The patients address their loss of bodyby drawing on resources from their significant others, yet refrain from allowing themselves involvement infamily matters. The struggle for survival is characterised by gallows humour and the cry for help as their finalcry. Reclaiming the body happens stepwise with the aid of staff combined with a need to achieve. Sub-study IIIdescribes problems related to proximity to, and distance from, the significant others. A sense of exclusion iscontradicted by being showered with gifts. It is unsettling for patients to have their situation compared to theirsignificant others’. They fear the loss of community with loved ones, yet they need to limit visits fromsignificant others. The lack of ability to communicate when others are physically present is unsettling. Sub-studyIV describes how ICU nurses tutor students in practise by demonstrating knowledge in meaningful actions. Theyconvey their impressions of situations to provide an overview, convey knowledge of observable phenomena, andteach skills to assist the body’s own processes. They also assess and evaluate physical expressions in the patientand how these can be read and addressed. Nurses are also concerned with conveying embodied knowledge totheir students. Conclusion: In four sub-studies this dissertation highlights a form of knowledge which clearly contraststhat of the natural sciences. During acute critical illness patients experience severe stress and disempowermentcaused by a lack of response and action from nurses who are unable to interpret the body’s own knowledge inthe situation. Patients are often facing life and death questions characterised by marginality and existentiality.Patients demonstrate ability to cope with the situation, but are rarely assisted with coping. Intensive care nursesdisseminate a variety of professional skills and knowledge to their students in order to provide comprehensionand understanding of situations. Experience based knowledge from an intensive care context thus becomes asignificant supplementary factor in the public health perspective

It is a common practice for therapists-in-training and experienced therapists to ensure their self-care and ethical competency requirements through seeking and maintaining therapeutic counselling when dealing with significant personal concerns (Moulden & Firestone, 2010; Everall & Paulson, 2004; Spelliscy, 2009; Pope, Sonne, & Green, 2006; Amundson, 2009; Tjetviet & Gottlib, 2010). However, therapists-in-training and experienced therapists have reported challenges and barriers that arise when making the decision to seek and maintain therapy. Some of these challenges and barriers of seeking and maintaining therapy noted in the current research literature, includes concerns of public and self stigmas, a fear of emotion, fear of treatment, confidentiality concerns, difficulties with the choice, accessibility, and acceptability of therapists’ credentials or educational programs, and the actual financial costs associated with obtaining therapy (Dearing, Maddux, & Tangney, 2005; Komiya, Good, & Sherrod, 2000; Holzman, Searight, & Hughes, 1996; Ey, Henning, & Shaw, 2000; Siebert & Siebert, 2007; Barnett & Hillard, 2011; Gilroy, Carroll, & Murra, 2002; Siebert, 2005). Similarly, current research literature regarding the challenges and barriers that Asian individuals face when deciding to seek or maintain therapeutic counselling, have also reported a list of institutional and sociocultural barriers to seeking services (Shea & Yeh, 2008; Sue & Sue, 2003; Braun, Tanji, & Heck, 2001; Park & Kim, 2008; Tsang, Tam, Chan, & Cheung, 2003; Chen & Mak, 2008; Akutse & Chu, 2006; Zane & Yeh, 2002). Acculturation is the process of adapting to behaviours, values, knowledge, and identity of the dominant society (Kim & Abreu, 2001). It has been found, that different levels of acculturation will affect an individual’s level of tolerance towards social, professional, and cultural stigmas, as well as their level of confidence in seeking therapy (Zhang & Dixon, 2003). Leong & Lau, 2001, stated that an individual’s level of acculturation has a major influence on the attitudes towards seeking therapy. It is these themes in the current research literature on the challenges and barriers to seeking and maintaining therapy that resonated with my own personal experience navigating through the mental health system for therapeutic support as a first generation Asian individual, therapist-in-training. Being an acculturated first generation Asian and therapist-in-training, through careful consideration, I use analytic autoethnography as my methodology to explore, reflect, and share my experiences and journey navigating through my self-care journey before and after my father’s death. With the use of analytic autoethnography, I bring together parallels between my personal experience with what themes are noted in current research literature on the challenges and barriers to seeking and maintaining therapy.

La evaluación de las experiencias extendidas en el tiempo se puede hacer de muchas formas. El paradigma --hedometer' en economía sugiere que la evaluación global de la experiencia se puede explicar por las impresiones de satisfacción durante la experiencia. Hay una creciente evidencia empírica sobre una simple ley de Pico-Final. Se ha demostrado que el Pico (la impresión mas extrema) y el Final (la ultima impresión) pueden explicar la evaluación global de la experiencia sin tener en cuenta las demás impresiones. Presento pruebas empíricas de la ley de Pico-Final utilizando datos recolectados en estudios de campo en aulas universitarias y en estudios de laboratorio con imágenes afectivas, e investigo, además, la capacidad de esta ley de explicar la intensidad del estado de animo posterior a la experiencia. Revelo, utilizando una novedosa tarea de estimación intuitiva, las opiniones de las personas sobre la composición de las evaluaciones globales de las experiencias. Finalmente, demuestro las condiciones que dificultan el aprendizaje de la ley Pico-Final, lo que explica porque las personas creen que sus evaluaciones globales representan el promedio de todas las impresiones sin excepción. / There are different ways of evaluating experiences lived across time. The --hedometer' paradigm in economics suggests that momentary impressions determine overall evaluations of experiences. There is a mounting empirical evidence for a simple Peak-End rule. Peak (the most extreme) and End (the very last) impressions have been shown to explain overall evaluations without the need to account for other impressions. I test the Peak-End rule using field data from university classrooms and lab data from image-viewing experiments, as well as explore its ability to predict post-experience mood valence. I elicit, using a novel guessing task, lay intuitions about overall evaluations of experiences. Finally, I demonstrate why decision-makers may find it difficult to learn the Peak-End rule and believe rather, that overall evaluations reflect average impressions.

The three chapters of this thesis investigate social aspects of judgment and decision making. Chapter One analyses the consequences of making decisions based on predictions of future well-being, and the conditions under which advice can improve these decisions. It shows that an interaction between errors in affective forecasts and the choice process leads to suboptimal decisions and disappointment, and establishes conditions under which advice reduces these effects. The second chapter investigates the boundaries of the result that eliciting more than one estimate from the same person and averaging these can lead to accuracy gains in judgment tasks. It reveals that the technique works only for specific kinds of questions, and people are reluctant to average their initial answers when asked for a final estimate. Finally, Chapter Three reviews experimental results regarding individual and small group behaviour in strategic decision tasks and provides a theoretical framework to analyse the observed differences. / Aquesta tesi investiga diferents aspectes socials de la presa de decisions. El primer capítol analitza les decisions preses en base a les prediccions del benestar futur, i en quines situacions els consells d’altres persones poden millorar aquestes decisions. Es mostra que una interacció entre el procés de l’elecció i les imperfeccions de les prediccions condueix a decisions subòptimes i a la decepció, i s’estableixen les condicions sota les quals els consells redueixen aquests efectes. El segon capítol investigaels casos en què les persones poden millorar les seves prediccions numèriques donant més d’una estimació i prenent-ne la mitjana. A base d’un experiment, es mostra que la tècnica funciona només amb determinats tipus de preguntes, i que les persones són averses a prendre mitjanes de les seves estimacions inicials quan es pregunta per una estimació final. L’últim capítol revisa els resultats experimentals referents a la presa de decisions estratègiques de la persona individual comparats amb els de la persona que forma part d’un grup reduït i proporciona un marc teòric en el que analitza les diferències que s’observen en el seu comportament

Turismindustrin är en bransch som allt mer ökar och bidrar till en mycket positiv utveckling i form av arbetstillfällen, kulturutbyte och många andra positiva aspekter. Men då det även bidrar till negativ inverkan på jordens miljö, som hotas av förstöras av det ökade resandet, måste branschen ta sitt ansvar och gå mot en mer hållbar framtid som också värnar om miljön. Det krävs av industrin att gå mot en allt mer hållbar framtid där miljön värnas om och negativa effekter minskas, ett arbete som även förväntas förvaltas av turisterna själva. Det har i tidigare studier visats på en stor skillnad mellan turisters attityd till miljöansvar och faktiska beteende. Individuella behov och preferenser prioriteras framför miljö och hållbart handlande i samband med en turistresa, är det då möjligt att placera ett större ansvar på den enskilda personen i framtiden? Syftet med denna studie är därför att undersöka unga svenska personers förståelse om den miljöproblematik som turism ger upphov till och vilket typ av ansvar den individuella personen är villig att ta för att minska denna problematik. Empirisk data har insamlats genom tio kvalitativa intervjuer med personer bosatta i Sverige i åldrarna 20-30 år, som reser utomlands i privat syfte minst en gång per år. Studiens resultat visar att det finns en viss förståelse för turismens negativa inverkan på miljön, men att det inte sätts i relation till det individuella resandet. Det spelar heller inte någon avgörande roll när en resa planeras eller utförs, utan det som prioriteras är framförallt individuella intressen och preferenser. Trots att ansvaret gentemot miljön anses vara stort upplevs det vara svårt att ta hänsyn till miljö innan och under en utlandsresa, då det riskerar hindra individuella intressen och huvudsakliga syften med att resa. Resultaten visar även på att förståelse för den miljöproblematik som det individuella resandet bidrar till är lågt. Det finns dock en tydlig önskan om mer information och möjlighet till att göra val som är mer fördelaktiga för miljön. Detta upplevs kunna bidra till att mer hänsyn tas till miljö i samband med utlandsresor. Något som på sikt kan innebära ett allt mer hållbart privatresande. / The tourism industry is growing every day and contributes to a more positive growth concerning work opportunities and cultural exchange to mention a few of the many positive effects. The industry also has a negative impact on the environment and is endangered to be destroyed due to the increased amount of travel, this is something which requires action from the industry that must head for a more sustainable future. It is required by the industry to aim for a more sustainable future where the environment is taken care of and negative effects decrease, a task that also is required by the tourists. Former studies have shown a significant difference between tourists’ attitude to environmental responsibilities compered to their actual behaviour. Individual needs and preferences are first priorities rather than environmental thinking and action connected toa trip. Is it therefore possible to put more individual responsibility on the people in the future? The purpose of this study is to examine knowledge of young adults living in Sweden about the problems that tourism contributes to and what kind of responsibility the individual person is willing to take in order to decrease these impacts. Empirical data has been collected thru ten qualitative interviews with persons living in Sweden, between the ages of 20-30 years old, that travels abroad for holidays at least once a year. The result of this study shows that there is some understanding for the negative effects that tourism cause to the environment, but not in relation to the individual travel. Neither does planning nor the traveling it self contain environmental thinking, what is mainly prioritised is mainly individual interests and preferences. Despite great perceived responsibility against the environment it is seendifficult to take the environment into account,before and during a holiday.As it risks interfering with individual interests and main purpose of traveling.The results also show that the perceived knowledge of environment problems caused by individual travelling and tourism is low. There is a clear wish for more information and abilities to make choices which are profitable for the environment. This indicates that more environmental responsibility might will be taken in relation to international travelling, which eventually will lead to a more sustainable travel.

Das Design eines Produktes gibt immer Hinweise auf seine Funktionalität, was es kann oder nicht kann, was es aushält oder nicht aushält. Die menschliche Wahrnehmung solcher Eigenschaften und Qualitäten kann daher wesentlich dafür sein, wie das Produkt gehandhabt und benutzt wird. Qualität wird durch formale Eigenschaften, Form und Detailgestaltung wahrgenommen. Diese muss mit der tatsächlichen Robustheit eines Produktes übereinstimmen, um den beabsichtigten Gebrauch und Einsatz des Produktes zu provozieren. Ein Missverhältnis zwischen erlebter und tatsächlicher Qualität eines Produkts kann zu Ausfällen, hohen Wartungskosten, geringerer Benutzerzufriedenheit oder geringerem Markenwert führen. In der (interdisziplinären) kollaborativen Produktentwicklung basieren die Anforderungen und die Produktbewertung meist auf quantitativen Maßen. Während die Definition und Bewertung der tatsächlichen Qualität und Robustheit in der Produktentwicklung gut etabliert ist, fehlt noch eine standardisierte Methode zur Definition und Bewertung der erlebten Qualität eines Produkts. In diesem Beitrag wird ein Ansatz vorgestellt, durch den die Übereinstimmung zwischen tatsächlicher und erlebter Qualität durch eine objektive Skala festgelegt bzw. kontrolliert werden kann. Dazu wurde eine semantisch-differentielle Skala entwickelt, die relevante Aspekte der haptischen, visuellen und akustischen Eigenschaften von Produkten erfasst. Es kann sowohl in der Anforderungsdefinition, als auch in den Evaluationsphasen und der Produktentwicklung des Designprozesses eingesetzt werden. Dadurch kann kontrolliert werden, ob die Designziele erreicht wurden oder nicht.