La foulée du coureur à pied est souvent assimilée à un ressort surmonté d'un masse. Le coureur prend appui au sol, brièvement, avec la plante du pied, rigidifie son membre inférieur et progresse en rebondissant. Pourtant, plusieurs études soutiennent qu'un appui long après une pose du pied par le talon améliore l'efficacité de la foulée. L'approche Volodalen prétend que les paramètres biomécaniques s'unifient en un système organisé selon deux grands processus d'optimisation : terrien et aérien. Le coureur aérien rebondit comme l'affirme le modèle masse-ressort. Le coureur terrien progresse en minimisant les mouvements donc l’énergie dépensée sur la verticale. Cette thèse confirme l'existence de deux modèles d'efficacité de la foulée.Le coureur terrien minimise le temps de vol et la raideur du membre inférieur et augmente le recrutement des extenseurs de hanche ainsi que l'avancée de son bassin sur l'appui. Le coureur aérien favorise un appui court, un temps de vol allongé, une activation précoce des gastrocnemii et une oscillation verticale du centre masse importante. Les deux coureurs présentent la même économie de course aux vitesses usuelles d'endurance. Selon l’approche Volodalen, ces deux processus d'optimisation sont médiés par le plaisir ressenti qui inciteraitle coureur à s'inscrire dans un environnement donné. Le coureur rebondi préfère courir plus vite. La compréhension de ces relations entre interne et externe pourrait permettre une meilleure individualisation de l'entrainement. Pourtant, les premières observations ne confirment pas l'existence d'une relation simple et directe entre la foulée du coureur à pied et un entrainement privilégié / Human motion is often modelled using a spring-madd model where the body balanced on a compressible spring. The runner bouces from one step to the next whit a mid or forefoot strike pattern and a stiff leg. However, some studies highlight that a long contact time and a rearfoot stike pattern enhance running economy. The Volodalen approach suggests that the biomechanical parameters interact in a holistic system following tow main locomotive optimization processes : terrestrial and aerial. Aerial runners bounce on the forepart of their foot following the spring-mass model, wheras terrestrial runners move forward from heel-to-toe with limites vertical desplacement. Through a series of experiments, this thesis verifies the existence of two biomechanial models to optimize running economy. Terrestrial runners seduce flight time and leg stiffness, uncreasing hip extensors recruitment and horizontal displacement during stance. Aerial runners favour a short contact time, a mid-forefoot strike pattern, a gastrocemius pre-activation, and a high vertical oscillation. Both types of runners exhibit similar running economy levels at sub-maximal running speeds. According to Volodalen, these two optimization process are mediated by runners' perceived pleasure that would guide the runner in preferntial environments. The arial runner prefers to run faster than the terrestrial runner.futher undrstanding the unerlying relation between internal processes and external environments could lead to enhanced invidualization of training. however, results from a trainning intervention indicate no differential benefit in undertaking rebound-based versus pushing-based training based.

Flipped Classroom (flipp) is described in both school and scientific contexts as a new teaching method where the individual pupil and her active learning is placed at the center and where lesson time to a greater extent is used for discussion and laboratory work, while information gathering takes place outside lesson time via ICT. Flipp has in recent years become widely spread in Sweden, which is why it is interesting to investigate flipp in a Swedish context. This has so far been made to a very limited extent. This study aims to deepen the understanding of flipp as a teaching method as the method appears in the speech and actions of upper secondary school teachers who claim they use flipp when they teach. The study addresses three general issues. First, teachers' purposes with flipp are explored, second, the roles that emerge in flipped teaching is investigated and third, individualization in teaching where flipp is applied. The study is a case study based on interviews and observations with three upper secondary school teachers who flip their teaching. The study is based on social constructivist theory formation and Dewey's progressivist philosophy of education is the discussion partner in this study. Previous research suggests that in the development of flip, inspiration was drawn from pedagogical ideas from the early 1900s, which makes it advisable to discuss possible points of contact between flipp as expressed in the case study, and progressivism. Previous research presents flipp as a method for creating flexibility and individualization as well as a method that helps the teacher and students spend more time together for laboratory work and discussions. The teachers express that flipping helps the students to become active during lessons. Observations, however, show that there are significant problems with the students not preparing for the lesson to the extent that was expected, which will have negative consequences for the opportunities to work and discuss during lessons as intended. The study thus shows evidence that there is a discrepancy between the image that the teachers produce and the image of the flip that has been observed. / Denna licentiatuppsats handlar om hur gymnasielärare som flippar uppfattar och  tillämpar undervisningsmetoden. I studien undersöks vilka syften lärarna har med att flippa, vilka roller lärare och elever har när man flippar och i vilken mån flipp kan bidra till att individualisera undervisningen. Tre verksamma gymnasielärare har deltagit i studien och de har intervjuats och observerats vid flera tillfällen. Flipp beskrivs av lärarna som har deltagit i studien som en undervisningsmetod som kan bidra till att de kan göra undervisningen mera individualiserad och flexibel. Studien visar även att den omdisponering av tid, som flipp syftar till, innebär att lärare ger elever ansvar för att på egen hand arbeta med grundläggande kunskapsinhämtning, vilket i kombination med andra bärande element i flipp, kan missgynna elever som av olika anledningar har svårigheter i skolan. Karen Stormats är verksam som lärarutbildare vid Högskolan Dalarna. Hon har tidigare erfarenhet av undervisning i historia och samhällskunskap på gymnasiet. Under tiden som forskarstuderande har Karen ingått i forskarskolan Skolnära, ett samarbete mellan Pedagogisk utveckling Dalarna (PUD), Högskolan Dalarna och Karlstads universitet.

The purpose of the study was to contribute to the knowledge of how primary teachers design their teaching when aiming for inclusive education. The study focuses on how the teachers describe how they use teaching resources and other materials when designing their teaching. It is a qualitative study based on semi-structured interviews with ten primary teachers who teach mathematics in grades 1-3. The Framework Design Capacity for Enactment has been used to analyze and discuss the results of the study. Through the analysis of the interviews two different types of approaches  emerged: the one who has great confidence in teaching materials and the one who uses teaching materials as inspiration. The first type of teacher prefers to use the textbook in an individual and quiet setting, while the second type of teacher works in several different ways to support and challenge the students.    Several teachers describe that they would like to teach more individualized but for various reasons they do not have the opportunity. / Syftet med studien var att få ökad kunskap om hur lågstadielärare utformar matematikundervisningen så att den anpassas till alla elevers behov. Specifikt studerades hur lärare förhåller sig till undervisningsresurser och övrigt material. Det är en kvalitativ studie som grundar sig på semistrukturerade intervjuer med tio verksamma lågstadielärare som undervisar i matematik. Ramverket Design Capacity for Enactmenthar använts för att analysera och diskutera resultatet för studien. Genom analysen av intervjuerna framträdde två typer av lärare, den läromedelstrogna och den läromedelsinspirerade läraren. Den läromedelstrogna läraren använder sig mest av tyst, enskilt, arbete i matteboken medan den läromedelsinspirerade läraren arbetar påett varierat sätt för att stötta och utmana eleverna.  Flera lärare beskriver att de skulle vilja undervisa mer individualiserat men att de av olika anledningar inte har möjlighet till det.

The present diploma thesis deals with the phenomenon of Local Exchange Trading Systems (LETS). Using the method of ethnographic research, the author sought a holistic description during her six-month participation in a LETS group in Toulouse. Drawing upon theoretical literature, she discusses the local forms of exchange, debt, the relationship to money and to the virtual currency. The findings show that such a system can change the perception of debt and the relation to money. The most common reasons for involvement are the need to establish social contacts, while the most pressing problem appears to be the lack of interest of young people in this phenomenon. Keywords LETS, ethnographic research, exchange, gift, debt, individualization, Toulouse

The thesis deals with the theoretical anchoring of individualization of teaching in primary school. It discusses the basic terminology related to the tissue, the work also points to areas related to individualized teaching, such as differentiation of teaching. It briefly delineate the historical context of individualization of teaching and describes some of the used individualization systems. At the same time, the theoretical part deals with the individualization of teaching in terms of the law of the Czech Republic and how it requires czech teachers to take into account the individual posibilities and needs of students. The reserarch part examines the beliefs of primary school teachers about the possibilities of individualization and its implementation in educational process. Qualitative research was used to explore the topic. Through semi-structured interview, questions of research were answered and the collected data were evaluated.

The customer takes over the center stage of tomorrow’s economy. In the wake of customer-centric service industries, traditional intermediaries are becoming increasingly obsolete and are substituted by self-services. Additionally, because of the on-going digitalization, e-services provide various alternatives to the customer. Thus, self-directed customers must overlook and manage an increasingly complex network of services and providers themselves. Technology is a central factor in this context. On the one hand, it is the leading cause of the current challenges whereby, on the contrary, it is the key to solving them. This work proposes the concept of Customer-centric Service Management (CSM). It is an interdisciplinary approach to adopt the service composition process from the field of business and IT to the particularities of consumers. Combining modular services to individualized and valuable service bundles is its objective. Making this type of interaction accessible for consumers requires a substantial reduction of complexity in the front end. The key to achieving this is by taking an outside-in perspective. This means understanding the decision process of the customer and speaking his language in a field that has been dominated by formal description standards and product parameters for a long time. This work hypothesizes that a paradigm-shift enables consumer-driven service com-position. Thus, the concept of customer-centricity is applied to service management. By letting the consumer describe himself, respectively his distinct needs and requirements, a better customer value is achieved than by traditional product-centric approaches. Unlike existing product-centric configuration tools, customer-centric configurators do not elicit product parameters. Instead, they rely on a structured description of customers’ intentions and values captured in a domain specific customer model. Consequently, the concept applies to a more abstract level of service categories instead of specific product instances. This refers to the pre-purchase phase of the consumer journey – a phase that is widely neglected by academia and practice yet. This work analyzes the concept of CSM on a technical, process-related, and strategic level. Three elements are identified as the core of CSM: the customer model, the service model, and the composition logic. Each item is elaborated in detail at the example of financial services. The concept of CSM facilitates current knowledge from different fields of research and finally implements them into a prototype. This demonstrator is the basis for a large field experiment to answer two questions: in the first place, does customer-centric service composition provide higher customer value regarding perceived complexity, solution utility and process utility? Moreover, secondly, does a reduced complexity, in respect of the amount of information that needs to be handled, with-out changing the configuration paradigm, have a greater impact on customer value? Empirical validation shows that the customer-centric approach has significant ad-vantages over the product-centric one. It offers higher customer value with respect to perceived complexity, perceived solution utility and perceived user experience. This proves the high potential of this concept. The findings of this thesis form the basis of a new form of customer interaction and enable new business models.:1 Introduction 1.1 Initial Situation and Problem 1.2 Contribution and Research Question 1.3 Research Approach 1.4 Thesis Structure 2 Foundations 2.1 Services 2.2 Complexity 2.3 Individualization 2.4 Service Management 3 Conceptualization of Customer-centric Service Management 3.1 Customer-centric Service Management 3.2 Customer Model 3.3 Service Model 3.4 Service Composition Logic 4 Empirical Validation 4.1 Objectives 4.2 Conceptualization 4.3 Prototype 4.4 Experiment Design and Empirical Testing 4.5 Data Analysis and Results 5 Results, Evaluation and Outlook 5.1 Summary and Results 5.2 Customer-centric Service Management as a Business-Model – Practical Startup Experiences 5.3 Outlook and Impact of CSM 5.4 Limitations and Need for Future Research 6 References Curriculum Vitae Bibliographic Data

Being an adolescent today is about being in the transition between childhood and adulthood and living in a society that is characterized by individuality. The opportunities to shape one's own life in today's society have increased compared to the past when there are more choices around work and education. As the COVID-19 pandemic spread around the world, our everyday lives changed drastically in different ways, high school students' studies switched to distance and traditional student celebrations were cancelled, an important milestone in young people's lives on their way to the adult world. The purpose of this study is to develop in-depth knowledge of how the young people who graduated in 2020 feel that the COVID-19 pandemic has affected and/or changed their vision and thoughts about their future. In this study, a qualitative method with elements of discourse analysis has been used where the empirical material was collected through semi-structured interviews. The study involved eight young people, including four boys and four girls. To analyze the empirical, discourse theory and theories of individualization were used. The results showed that young people's faith in the future as a whole has not been affected by the COVID-19 pandemic but is strongly influenced by individualization and the power to shape their own lives. The results also showed differences between the sexes in how formulated the future plans were and to varying degrees. / Att vara ungdom idag handlar om att befinna sig i övergången mellan barndom och vuxenliv och att leva i ett samhälle som präglas av individualitet. Möjligheterna att forma sitt eget liv i dagens samhälle har ökat jämfört med förr i tiden då det finns fler valmöjligheter kring arbete och utbildning. När covid-19 pandemin spreds över världen förändrades vår vardag drastiskt på olika sätt, gymnasieungdomars studier övergick till distans och det traditionella studentfirandet ställdes in, en viktig milstolpe i ungdomarnas liv på väg mot vuxenvärlden. Syftet med denna studie är att utveckla fördjupade kunskaper om hur de ungdomar som tog studenten under 2020 upplever att covid-19 pandemin påverkat och/eller förändrat deras syn och tankar kring deras framtid. I denna studie har en kvalitativ metod med inslag av diskursanalys använts där det empiriska materialet inhämtats genom semistrukturerade intervjuer. I studien deltog åtta ungdomar varav fyra killar och fyra tjejer. För att analysera empirin användes diskursteori och teorier om individualisering. Resultatet visade att ungdomarnas framtidstro i sin helhet inte påverkats av covid-19 pandemin utan är starkt präglat av individualiseringen och makten att forma sitt eget liv. Resultatet visade även på skillnader mellan könen kring hur formulerade framtidsplanerna var och i olika utsträckning.

In this thesis theoretical meaning of the concept of individualization is examined. Compilation and comparison of the concepts of individualization as they are understood by Ulrich Beck, Zygmunt Bauman and Anthony Giddens are put forward. Critiques of the concept of individualization are analyzed with focus on controversial issues of the concept of individualization. The analysis shows four types of objections: 1. Concepts of theorists of individualization are not based on empirical research, therefore they do not match the reality correctly. 2. In the conceptions of theorists of individualization, the individuals seem to be independent on the culture and on other people. 3. Social classes and gender status to some extent still affect the life of the individuals. 4. Individualization does not have the same effect on everybody. The analysis also shows that the controversial issues are the result of different meaning which give to the individualization creators of the concept and its critics. Theorists of individualization understand the individualization as macro-social phenomenon, whereas critics of individualization understand the individualization as the change of life and behaviour of the individuals due to the effect of various ambivalent processes. The question, how to connect those meanings...

This paper is focused on current trends in migration processes. The content is based on results of qualitative research, using the grounded theory method. This approach followed the movements of young migrants from Eastern Slovak city Košice, in different phases of development. Findings of the research were tied with relevant theories describing current processes, which are the results of intensive changes in society and create challenging environment for migration. Movements of migrants are directly connected to life perspectives and strategies in creating an optimal life conditions. The goal of the paper is to reveal behavioral similarities of migrant, in individualized and diversificated society, and to bring more comprehensive view of migration issue.

Party-political involvement of young citizens is decreasing. Sociologist Zygmunt Bauman (2002) believes that democracy is a balance between individual freedom and collective safety. But today, collective safety is being abandoned as a defensible value. At the same time, the school has a democratic mission that rests on both of these opposing moral traditions; individualism and collectivism. Have the collective values been undermined in favor of increased individual freedom even within the school system? The purpose is to investigate the link between individualization and democratic competence of secondary school students. The theoretical approach is based mainly on Bauman's theory of the individualized society. Central concepts are individualism, collectivism and democratic competence. The method is a quantitative survey conducted at two secondary schools in southern Sweden of 168 high school students who study a program with a social science profile. The result indicates a connection between individualization and system confidence, as well as some variations based on gender, grade, domestic or foreign background, parents education level and political activity.