<p>My choice of topic for this essay is the habits of television and computer gaming among young men; mostly their opinion of male and female objectives. My vision of this, being a woman, I often think of the possibilities men have of choosing games where the female characters, in my opinion, often are exposed in a degrading way. To my help I have earlier works on the topic by media scientist Mary Flanagan as the leading authority. She writes much of the character of Lara Croft, and the way she could be an icon for the computer gaming girls of today, despite she is having a stereotypical body shape. I even want to briefly share my thoughts of the always imminent discussion about media panicking; and whether gaming giving the players positive or negative influences. To conclude on this topic, I am going to do a qualitative interview with six young males, on their perspective of male / female issues in gaming, but even look at the way said males practising gaming; hereby trying to implement earlier science on today’s computer gamers.</p>

My choice of topic for this essay is the habits of television and computer gaming among young men; mostly their opinion of male and female objectives. My vision of this, being a woman, I often think of the possibilities men have of choosing games where the female characters, in my opinion, often are exposed in a degrading way. To my help I have earlier works on the topic by media scientist Mary Flanagan as the leading authority. She writes much of the character of Lara Croft, and the way she could be an icon for the computer gaming girls of today, despite she is having a stereotypical body shape. I even want to briefly share my thoughts of the always imminent discussion about media panicking; and whether gaming giving the players positive or negative influences. To conclude on this topic, I am going to do a qualitative interview with six young males, on their perspective of male / female issues in gaming, but even look at the way said males practising gaming; hereby trying to implement earlier science on today’s computer gamers.

Kundservice är en viktig faktor i dagens samhälle och har blivit ett sätt att särskilja sig från sina konkurrenter på marknaden. Personalens bemötande har en stor betydelse för om kundens upplevelse av besöket är positivt eller negativt. Agerandet från personalens sida gentemot kunden kan ha den avgörande rollen om kunden väljer att komma tillbaka till butiken eller inte. Syftet med denna rapport är att se hur kunden vill bli bemött av personalen i en modebutik. Det finns många studier som behandlar hur personalen bör bete sig mot kunderna, men få studier som förklarar hur kunden vill bli bemött av personalen i en butik. Rapporten belyser även om det finns skillnader i hur kunden vill bli bemött i en butik beroende på butikens prisklass. Undersökningen byggde på en kvantitativ metod i form av en enkätundersökning. Enkätundersökningen genomfördes via enkätverktyget Enalyzer genom det sociala nätverket Facebook samt utanför de två utvalda modebutikerna, MQ och Gina Tricot. I undersökningen deltog 124 kvinnliga respondenter i olika ålderskategorier. Resultatet i undersökningen har visat att personalens bemötande har en betydande roll för respondenterna. Resultatet visade även att det fanns både likheter och skillnader i hur kunden vill bli bemött av personalen i de båda butikerna. De likheter resultatet visade var att få ett hej från personalen var lika viktigt för respondenterna oavsett butik. Det framgick även att ett leende och ögonkontakt från personalen hade lika stor betydelse i de båda butikerna. De skillnader som resultatet visade var att det finns olikheter kring vilka egenskaper respondenterna värdesätter högst hos en säljare på MQ och på Gina Tricot. På MQ värdesätter respondenterna kunskap som den viktigaste egenskapen hos en säljare medan de på Gina Tricot anser att vara glad är den viktigaste egenskapen. / Customer service is an important factor in today´s society and has become a way to differentiate themselves from their competitors in the market. The staff’s treatment against the customer has a big significance if the customer experience from the visit is positive or negative. The acting from the staff against the customer can have the decisive role if the customers choose to come back to the store or not. The purpose of this report is to see how the customer wants the staff to treat them in a fashion store. There are a lot of studies that process how the staff should act against the customers, but less studies that declares how the customers want the staff to treat them in a store. The report will also illustrate if there is any differences how the customers want to be treated depending on the stores price. The study was based on a quantitative method as a survey. The survey was conducted by the survey tool Enalyzer through the social network Facebook and outside the two chosen fashion stores, MQ and Gina Tricot. 124 female respondents in different ages participated in the study. The result of this study showed that the staff’s attitude towards the customers plays a significant role for the respondents. The result also illustrates that there are both similarities and differences in the way the customers want to be treated by the staff in both stores. The similarities are that it was important for the respondents, irrespective in what store, to be greeted by the staff with a hello. It is clear that a smile and eye contact from the staff had the same significance in both stores. The differences that appeared concerned what attitudes the respondents value the most from the staff in MQ and Gina Tricot. In MQ the respondents value knowledge the most and in Gina Tricot the most preferred attitude from the staff is to be happy.

Vi ville ta reda på hur kunden vill bli bemött av personalen i en klädbutik. Vi har fokuserat på det personliga mötet mellan personalen och kunden. Vår rapport fokuserar därmed inte på fysiska produkter utan på personlens beteende och agerande gentemot kunden, utifrån vad den vill. Teorin vi har använt oss av speglar till stor del hur personalen ska bemöta, men inte hur kunden vill bli bemött. Vi valde att ta reda på kundens åsikter genom en enkätundersökning. För att göra rapporten mer specifik valde vi även att se på skillnaden mellan manliga och kvinnliga kunder. Vi studerade även skillnaden mellan olika åldersgrupper på kunder från 20 år upp till 49 år. För att underlätta för butikspersonalen att kunna bemöta just sin kundgrupp korrekt. / We wanted to find out how the customer wants to be treated by the staff in a clothing store. We have focused on the personal contact between staff and customers. Our report thus focuses not on the physical products but on the staff conduct and behavior towards the customer, based on what it wants. The theory we have used largely reflects how staff should respond, but not how the customer wants to be treated. We decided to find out the customer opinions through a questionnaire survey. To make the report more specific, we also chose to look at the difference between male and female customers. We also studied the difference between age groups of customers from 20 years up to 49 years. To make it easier for the staff to respond to their particular customer group correctly.

This essay set out to propose a problematic interpretation of the socio-cultural perspective on learning. Its purpose is to show how the socio-cultural perspective on learning defines the concept of knowledge in an incomplete way. The aim becomes then that of giving a more comprehensive description of this concept, and, to this end, to construct a new, broader pedagogic discourse. The investigation starts with a deconstructive analysis of Roger Säljö’s socio-cultural text in order to point out the incompleteness of the concept of knowledge. The constructive part of the analysis proceeds using Heidegger’s and Sartre’s philosophical theories which take a general approach on human learning and on human knowledge as dependent on intuition. A dichotomy of two new concepts related to knowledge is thus defined: how-knowledge and why-knowledge. This reconceptualisation of the concept of knowledge allows a reinterpretation of any act of knowledge in a structural way. Hence any act of knowledge includes a moment (a) which defines the initial contextual (conceptual or practical) situation; a moment (b) which represents an algorithm, a procedure, or a theory; and a moment (c) which represents the result of the act, and is the direct application of knowledge as a finalized entity. Knowledge inbuilt in (a) and (c) is characterized as how-knowledge, while that in (b) is characterized as why-knowledge. In a learning situation a focus on how-knowledge implies finality and objectification of students. Conversely, why-knowledge implies students becoming subjects of their own learning.

Reading to learn becomes a difficult task for children if they have not become proficient at comprehending written text. It was hypothesized that, for some children, reading difficulties may have been averted had they been reared in homes or participated in early childhood settings where literacy-based activities, interactions, or materials were prevalent. The purpose of this study was to examine the impact that training early childhood educators in research based early literacy instructional strategies (within the HeadsUp! Reading curriculum HUR) had on the development of early reading skills in the preschool children they taught. Further examination also identified the impact that providing teachers with a Literacy Coach (LC) to mentor them in their application of the strategies had on early literacy development. The HUR class, LC positions, and additional resources provided to teachers partaking in this early childhood educator training were funded by the Early Learning Opportunities (ELO) grant. To examine the impact that teacher participation in the ELO grant had on childrens early literacy development, a hierarchical linear modeling (HLM) was conducted with childrens early literacy development measured at two points in time by the Individual Development and Growth Indicators (IGDI). After examining these indicators within a three-level model, change over time was documented. Specifically, age and race emerged as significant predictors of rates of literacy skill acquisition with older students and White students demonstrating higher rates of literacy development. Household socioeconomic status (SES) of children also accounted for significant amounts of variance in literacy development with higher rates of growth found in children from higher household SES.

Both microRNAs (miRNAs) and RNA-binding proteins (RBPs) regulate post- transcriptional events, but the post-transcriptional contribution to the global mammalian transcriptomes is still not well understood. In this study we study the synergistic interaction between microRNAs that inhibit gene production, and a special RBP, HuR, that positively regulates mRNA stability. We examined their relationship in terms of spatial, conservational and expressional perspective. We show comprehensive mapping of HuR binding sites by combination of its structural and sequential preferences; and cross-platform normalization method within a process of refining miRNA and HuR binding site mapping. Finally, we observed co-evolution of miRNA and HuR binding sites by looking at their proximity and conservation levels. Collectively, our data suggest that mammalian microRNAs and HuR, with seemingly opposing regulatory effects, cooperatively regulate their mutual targets.

Both microRNAs (miRNAs) and RNA-binding proteins (RBPs) regulate post- transcriptional events, but the post-transcriptional contribution to the global mammalian transcriptomes is still not well understood. In this study we study the synergistic interaction between microRNAs that inhibit gene production, and a special RBP, HuR, that positively regulates mRNA stability. We examined their relationship in terms of spatial, conservational and expressional perspective. We show comprehensive mapping of HuR binding sites by combination of its structural and sequential preferences; and cross-platform normalization method within a process of refining miRNA and HuR binding site mapping. Finally, we observed co-evolution of miRNA and HuR binding sites by looking at their proximity and conservation levels. Collectively, our data suggest that mammalian microRNAs and HuR, with seemingly opposing regulatory effects, cooperatively regulate their mutual targets.

<p>Posttranscriptional gene expression is controlled and coordinated by RNA binding proteins (RBPs), many of which recognize specific RNAs through cis-regulatory RNA elements. One of the most highly studied classes of cis-regulatory RNA elements is the AU-rich elements (AREs). AREs are bound by a class of RBPs called ARE binding proteins (ARE-BPs), of which there are over a dozen in humans including HuR, tristetraprolin (TTP) and butyrate response factors 1 and 2 (BRF1 and BRF2). TTP, BRF1 and BRF2 belong to a family of tandem C3H zinc finger proteins that destabilize ARE-containing mRNAs. HuR acts to enhance the stability and translation of ARE-containing mRNAs, a function that is rare among ARE-BPs. While each of these ARE-BPs regulates the expression of ARE-containing mRNAs, some ARE-BPs themselves are also encoded by ARE-containing mRNAs, raising the possibility that each of these ARE-BPs may regulate one another's expression. In order to determine how these ARE-BPs influence each others expression and how this affects the regulation of global gene expression programs we have focused on three different aspects of these ARE-BP networks: control, response to stimuli, and global effects.</p><p>To address of network control of ARE-BPs we have focused on how HuR regulates a network of mRNAs including TTP, BRF1 and HuR's own mRNA. We demonstrate that HuR can bind to TTP's, BRF1's and its own mRNA. Furthermore, by employing overexpression and siRNA knockdown approaches we demonstrate that these mRNAs and their corresponding 3'UTR luciferase reporters are resilient to fluctuations in HuR levels and that the degree of this resiliency is cell type and condition specific.</p><p>To address the temporal responses within an ARE-BP network we focused on how each of the members of the TTP family of ARE-BPs reacts following the induction of the other family members by using epidermal growth factor (EGF) stimulation. Here we show that induction of TTP family member mRNAs during EGF stimulation is partially attributable to changes in mRNA stability. Furthermore, we also show that TTP and BRF1 are able to bind each of the TTP family member mRNAs and subsequently affect their expression by altering their mRNA degradation rates. In addition, we demonstrate that the unique temporal induction patterns of the TTP family member RBPs is correlated with the EGF stimulated induction of TTP-bound mRNAs, suggesting that a network comprised of TTP family members is able to influence the timing of complex gene expression patterns. </p><p>Finally, to address the influence of these networks on regulation of global gene expression programs we have focused on how HuR recognizes AREs and whether it can globally recognize multiple classes of ARE-containing mRNAs, including the canonical class of AREs recognized by the TTP family members. To investigate how the three RNA recognition motifs (RRMs) of HuR contribute to ARE recognition we generated a series of RRM point mutants and test their ability to disrupt RNA recognition of each of the RRMs. To identify different classes of ARE-containing mRNAs we examined these mutants with a global RNA binding site detection method called photoactivatable ribonucleoside crosslinking immunoprecipitation (PAR-CLIP). Together these techniques suggest that the RRMs of HuR cooperate to recognize mRNA targets and that HuR's ability to bind RNA is coupled to the cellular distribution of HuR, and thus, are important in its role for regulating expression of bound mRNAs. </p><p>Together these studies indicate that ARE-BP posttranscriptional networks are highly interconnected and display complex regulatory interactions depending on cell type and stimuli. Furthermore, these networks can create complex behaviors such as timing of expression events or resiliency to fluctuations in protein levels. Finally, the components of these ARE-BP networks target partially overlapping sets of mRNAs to impact global gene expression patterns that ultimately coordinate the cellular responses to external stimuli.</p> / Dissertation

Enligt den senaste revideringen av Lpfö18 skall förskolan ge barnen en grundläggande förståelse för digitala verktyg. Förskolläraren ansvarar för att varje barn får möjlighet att hantera digitala verktyg, vilket kan stimulera utveckling och lärande. Samtidigt rekommenderas regelbunden fysisk aktivitet för att främja barnens hälsa och livslånga lärande. Förskolan behöver balansera innehållet i läroplanen och ge barn kunskaper kring digitala verktyg och samtidigt bidra till en hälsosam nivå av fysisk aktivitet. Förskolan behöver sammanfläta dessa två aktiviteter för att kunna få en balans och en bra undervisning. Syfte: Syftet med denna studie har varit att beskriva hur barnskötare och förskollärare använder digitala verktyg i den dagliga verksamheten för att främja pulshöjande aktivitet. Metod: Semistrukturerade intervjuer med sju pedagoger vid två olika förskolor inom samma kommun. Resultat: Pedagogernas intresse för digitala verktyg spelade stor roll. Pedagoger som var intresserades av digitala verktyg använde många olika typer av verktygen för att skapa olika miljöer i verksamheten och främja barnens engagemang, lust och lärande. Stor vikt lades vid planering men även spontanitet. Några pedagoger fann inte arbetssättet med digitala verktyg inspirerande och många behövde mer tid och utbildning för att känna sig trygga med att arbeta och genomföra undervisning med digitala verktyg. Diskussion: Digitala verktyg kan anses skapa större möjligheter för pedagoger att röra sig i en barngrupp och erbjuda individuellt stöd och på så vis bidra till att fler barn når sin proximala utvecklingszon. Vidare kan de digitala verktygen främja gruppaktiviteter vilket kan öka graden av imitation hos barnen, vilket främjar lärandet men även bidrar till en högre grad av kollegialt lärande.