In the past designers have almost exclusively focused on the senses vision, hearing and touch when creating. However, the sense of smell is a relatively unexplored area in design. In this study, the potential of scents in design will be tested by examining how a scent can be communicated visually. This research study is part of a project that is carried out in collaboration with a client who produces and sells scented candles inspired by the county of Bohuslän. The business is recently founded and the client finds it hard to make her products stand out on the market. Especially since the marketing of the products will primarily be carried out digitally, which means that potential customers will not be able to smell the candles. This is problematic since the scent is the main selling point of the product. The purpose of the study is to create knowledge about this relatively unexplored field and also to help the client make her products stand out on the market. The methods that were used are focus group discussions and co-design workshop practices. With support from the theoretical framework of the study a result is reached. It shows that it is possible to translate scents into visual images with the help of color theory and a model based on semiotics, which is presented in this study.

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The purpose of the study was to investigate how preschool teachers look at and promote physical activity in preschool with children 1-3 years. A qualitative approach in the form of group interviews has been used in the survey. Qualitative content analysis has been used to analyse the interviews. The results of the study showed that preschool teachers have an awareness of what physical activity means for children 1-3 years of age. The result also showed that preschool teachers are promoting physical activity in preschool with children 1-3 years of age. Through various physical activities inside and outside. The results show that the approach of the coal teachers is important in order to promote physical activity in preschool. How preschool teachers look at physical activity with young children is crucial to how it is integrated into preschool. The conclusions are that preschool teachers are aware of the importance of physical activity in relation to development, learning and wellbeing. Preschool teachers are also aware of the importance of their own approach in relation to physical activity. All preschool teachers are also aware of the importance of motor training for children 1 - 3 years.     Keywords: physical activity, physical inactivity, preschool teacher, motor skills

The purpose of this study is to gain an understanding of how teachers introduce and work with the concept of equality sign and an insight into how the students themselves perceive the concept. Based on this purpose, four questions were formulated; What view do the teachers themselves have about the sign of equality? How do the teachers describe that they introduce the equality sign for the students? What do the teachers think of the teaching aids, are they to any help in the work on the equality sign? What knowledge do the students possess when it comes to the equal sign? In order to find out this, five different teachers were interviewed who were chosen by comfort selection with their active year in mind, two group students were also conducted. The study has a qualitative starting point and is interpreted using content analysis. The result shows that the sign of equality is not a simple concept, it requires time. All teachers talk about the sign of equality as a relational sign. Something that all teachers speak warmly about is concrete material, checking off with the students often and varying their teaching. The teachers who used the study material saw this as a complement to the teaching, there was nothing that was followed slavishly.

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No description available.

Denna studie vill bidra med kunskap kring inkludering och likvärdig delaktighet i moderna språk. Studien tar avstamp i ämnet moderna språk i grundskolans årskurs sex, som genom en lagändring från 1 juli, 2018, blivit obligatorisk och ett eget ämne, med kursplan och kunskapskrav. Bakom denna lagändring ligger Europakommissionens intention att höja språkkunskaperna hos alla medborgare för att de bättre ska kunna delta socialt och kommunikativt i framtidens samhälle. Syftet med studien är tudelat. Dels är mitt syfte med studien att studera hur skollagändringen: moderna språk - eget ämne och obligatoriskt från årskurs 6 uppfattas och upplevs av språklärare, specialpedagoger och utvecklingspedagoger ur ett likvärdigt delaktighetsperspektiv. Dels vill jag även bidra till kunskap genom att belysa viktiga faktorer för framgångsrik inkluderande undervisning i moderna språk för alla elever. Studien har en ansats att vara en fallstudie av en kommun, där datainsamlingsmetoden varit tio kvalitativa intervjuer med semistrukturerade frågor som genomförts på sex skolor med fyra språklärare, fyra specialpedagoger och två utvecklingspedagoger. Urvalet har gjorts genom mailutskick och är av typen icke-sannolikhetsurval. De inspelade intervjuerna har transkriberats och sedan bearbetats och analyserats. Den kvalitativa analysmetoden jag använt har inspirerats av IPA, den fenomenologiska tolkande analysen, där forskaren försöker analysera hur respondenterna uppfattar fenomenet lagändringen i sin upplevda verklighet. Analysen bygger på en sjustegsmodell, där det transkriberade och färgkodade empiriska råmaterialet sorterats genom kodning och induktiv analys till olika underteman. Dessa har sedan analyserats vidare och slutligen framstod fyra överordnade teman. Studien innehåller även kvantitativa inslag och en deduktiv analys. I studien har antalet kommentarer räknats om fem av aspekterna i delaktighetsmodellen; tillgänglighet, samhandling, erkännande, engagemang och autonomi. Det finns även en analys av pedagogernas svar utifrån några olika parametrar som handlar om ställningstaganden, vilket leder fram till fyra gestaltningar av förhållningssätt. Resultatet av studien redovisar fyra överordnade teman: organisation och resurser, yrkesroller och kollegialt lärande, lärande och elevsyn samt förhållningssätt. Resultatet visar att organisationen ser olika ut vad gäller alternativ till moderna språk och att tillräckliga resurser inte har lagts på implementering, information och fortbildning. Det råder osäkerhet bland pedagoger hur det särskilda stödet ska kunna organiseras för eleverna och mer kollegialt samarbete önskas. Studien visar att det går att göra många extra anpassningar i moderna språk för att skapa delaktighet för eleverna, men att mycket hänger på lärarens förhållningssätt till elevers lärande och vilka specialpedagogiska perspektiv som pedagogerna utgår från. Genom noggranna beskrivningar av genomförandet av studien och en empiritrogen resultatdel, med många belysande citat, har jag verkat för hög tillförlitlighet i studien. Triangulering har även skett genom att empirin kommer från tre olika yrkeskategorier, vilkas svar jag tolkat utifrån min egen erfarenhet som språklärare och specialpedagog. Vidare forskning inom detta område skulle kunna vara att genomföra en större nationell studie med utgångspunkt i denna studies syfte och forskarfrågor. Det särskilda stödet inom moderna språk vore också mycket intressant att studera, särskilt med lagändringen från 1 juli, 2019 att det särskilda stödet i första hand skall ges inom den grupp eleven tillhör. / The European Commission has published a recommendation for language teaching and learning.Sweden has, as a consequence, since 1st July, 2018, a new school legislation concerning compulsory third language from year six. Research on how teachers understand and talk about this school legislation has not yet been done, and therefore there is a research gap. The purpose with my study is, beside studying teachers' comprehension of the effects of the new school legislation from an equivalent perspective, also a salutogenic aim to contribute knowledge on success factors for an inclusive language teaching. The data collection method I used was semi structured interviews and four language teachers, four special educational needs teachers and two school progress strategists on six schools were interviewed. All interviews were transcribed in full and then an analysis, inspired by IPA, interpretative phenomenological analysis was used to generate themes across the teachers’ answers on how they interpreted the new school legislation. The study also contains elements of quantitative and deductive analysis. In my study, counting has occurred concerning the respondents’ answers about five aspects of participation. There is an additional analysis where the respondents’ answers have been analyzed from some parameters of standpoints, and the result show four different kinds of attitudes. The results show different organizations among the schools concerning groups, special needs and possibilities of additional teaching. More information, structure of teaching support and collegial learning is required. The results show four superior themes: organization and resources, professional significance and peer learning, learning and view of students and finally internal approach. In the most common approach among teachers, language learning is seen as a human right and significant for future democracy and social interaction in society. These teachers seem to take on this new school legislation as a challenge. They highly trust their head of school and colleagues and they adjust their teaching at all time.

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No description available.