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The purpose of this study is to explore how music teachers in grades seven to nine work with adjustments in their teaching practices to include students with special needs. This has been done from a sociocultural perspective where inclusion, special adjustments and a school for everyone were the overall themes. The study has been conducted via qualitative interviews, which has been analysed and the results split threefold; teacher’s perspectives on student’s needs, teacher’s opportunities and limitations, and schools opportunities and limitations.    The results found in this study indicate that group size together with resources and the music classroom are limiting factors for the quality of music education and to which degree teachers are able to work with inclusion. Working for inclusion was found a must in music education, where playing together was perceived as a vital part of the education. In most of the cases students always being in the classroom were preferred, but there were exceptions where students leaving the classroom were found to be more beneficial for the students in question. Furthermore, letting all students take advantage from adjustments made for special needs students proved to be beneficial for the group as a whole. The study also shows that teachers need to have adequate education with elements of special education to enable them to properly include students with special needs.

The purpose of this phenomenological study was to understand how coteaching dyads perceive their coteaching relationships including how they implemented coteaching and how their school leaders supported them. Participants in this study were located in one county school system in East Tennessee. Data was collected through an online survey distributed to 40 teachers, of whom 28 responded. Then data was collected through in person one-on-one interviews. Coteachers who participated in the interview process all rated themselves high on the Coteaching Rating Scale. The overarching research question was What makes coteaching relationships effective? Three research questions were analyzed. From the data, 7 themes emerged including being equal partners, both teachers teach all students, meshing personality, the skills of communication and classroom management, the importance of teacher knowledge, and the role of special educators as supporters in the inclusion classroom.

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Nynäshamn City Hall Nynäshamn is a small archipelago city south of Stockholm with around 15,000 inhabitants. Our task was to design a new City Hall that would represent an expansive and progressive community like Nynäshamn. The municipality has an explicit goal of approaching citizens and making them feel included. A building that represents a municipality where its political representatives work is a building that belongs to the citizens as much as it belongs to its employees. I entered the project by trying to find a way to integrate the public activities into activities that a closed state building has. The goal was to achieve a functioning entirety of two entirely different functions one building can have. The collaboration between these two functional extremes made it possible for large parts of the building to be available for visitors, which gave the City Hall an open character. The facade is intense. That's how I want to express inner life. The collision between two extremes forms an entirety. The centre of the building is an atrium that represents the people of Nynäshamn. It is the buildings largest public area. The atrium reaches out and penetrates through the facade of a state building and symbolically explains the character of the building. / Nynäshamn kommunhus Nynäshamn är en liten skärgårdstad söder om Stockholm med runt 15 000 invånare. Uppgiften gick ut på att tänka ut och gestalta ett nytt kommunhus som representerar en expansiv och framåtsträvande kommun som Nynäshamn. Kommunen har ett uttalat mål om att närma sig medborgarna. En byggnad som representerar en kommun var dess förtroende valda sitter är en byggnad som tillhör medborgarna lika mycket som den tillhör dess anställda. Utgångspunkten i projektet för mig var att integrera de offentliga funktionerna med funktionerna som en stängd statlig byggnad bär med sig. Målet var åstadkomma en fungerande helhet som präglar min byggnads fundament. Samarbetet mellan dessa två funktionella extremer tillgängliggjorde stora delar av byggnaden vilket gav kommunhuset en öppen karaktär. Fasaden är intensiv. Det är så jag vill utrycka inre livet. Kollisionen mellan två extremer bildar en helhet. Byggnadens kärna är ett atrium som representerar människor av Nynäshamn. Det är kommunhusets största offentliga yta. Atriet kragar ut och tränger sig genom fasaden av en statlig byggnad och på ett symboliskt berättar om husets karaktär.

The aim of this systematic literature review is to present and compare the implementation of inclusion in the early childhood education system and its implication for children in Hungarian and German preschools. The thesis contains two research questions, with the following questions: What similarities and differences can be observed between the two education systems regarding inclusion? What implications does inclusion have on the children’s everyday life in the early childhood education? The articles used for the research underwent a selection process for the purpose of the research, in accordance with specific inclusion and exclusion criteria. During the selection, in the form of peer-reviewed, scientific papers, qualitative and quantitative studies. The systematic analysis pointed out that the inclusive early childhood education systems of Hungary and Germany have a similar structure, but they differ significantly from each other in some aspects. Furthermore, the results highlighted the positive effects of inclusive early childhood education on children.

The history of incorporating students with disabilities in the general education classroom is driven by parents and advocates of children with disabilities. The push has been to educate all children in the least restrictive environment (LRE), changing the role of general education teacher from a subject matter specialist to include the responsibility of educating students with a wide range of special needs. While most agree that educating children with disabilities in the general education classroom alongside their non-disabled peers is better than excluding them from academic and social opportunities, general educators have been a noticeably absent voice in regards to these changes. The purpose of this qualitative study was to give general educators the opportunity to provide this missing voice. In order to collect data for this phenomenological study, open-ended interviews were conducted with 22 teachers in Northeast Tennessee. The subjects were purposefully sampled to gain maximum variation in terms of school setting, years of experience, and subject matter taught. Using constant comparative analysis, incidents were classified into teacher perceptions regarding incorporating students with disabilities in their classroom, the efficacy of this practice, and facilitators and barriers to this practice. Within each of these categories, sub-categories emerged. The data collected in this study supported the notion that general educators were excluded from the decision making process in regards to special education, and that they viewed the rules and regulations as mandates handed to them by superiors as opposed to joint decisions made in the best interest of their students. Respondents also voiced their opinions regarding the efficacy of incorporating students with disabilities in the general education classroom, as well as facilitators and barriers to success with the practice. This study is important to parents, teachers, and administrators who are interested in a better understanding of the phenomenon of incorporating students with disabilities in the general education classroom from a general education teacher's perspective. It also serves to provide the missing voice of the general educator in regards to this topic.

The grapefruit plant, Citrus paradisi, tends to accumulate high levels of flavonoid glycosides such as flavanones and flavones. Flavonoids have a vast array of important functions in plants and also in humans. Glucosyltransferases (GTs) are enzymes responsible for glucosylation reactions. In our pursuit to study the structure and function of flavonoid GTs, we have used molecular approaches to identify, clone, express, and functionally characterize the enzymes. This research was designed to test the hypothesis that PGT3 is a flavonoid glucosyltransferase and is subject to biochemical regulation. PGT3 has been tested for GT activity with compounds representing subclasses of flavonoids as well as some simple phenolics. Results indicate GT activity with 6 substrates, p-hydroxybenzoic acid, vanillin, vanillic acid, p-hydroxyphenylpyruvate, gentisic acid, and catechol. A second project designed to clone putative PGT8 into the Pichia expression system has been completed.