Uppsatsens syfte är genom att föra Hartman och Osbecks forskningsresultat vidare gentemot uppsatsens resultat, diskutera hur läroböckernas textinnehåll stämmer överens eller skiljer sig åt med utgångspunkt i James Rest’s Four – Component model och tidigare forskningsverk, kommer denna examensuppsats bidra med en ökad förståelse för hur läroböcker kan tänkas ge möjligheter till att elever fördjupa sina moraliska resonemang utifrån ett religions didaktiskt perspektiv.  Forskningsmetoden som använts i denna uppsats är en kvalitativ innehållsanalys utifrån en analysmodell som grundar sig i Osbecks analysmodells kategorier över de etiska kompetenserna: Tänka över information, Genomföra handling, Ta in information och värdegrundsriktning. Uppsats resultat är att inte alla de granskande läroböckerna innehåller de exempelbegrepp som anges i lgr11, samt inte innehåller vardagliga moraliska frågeställningar som berör det innehåll som också framkommer i lgr11 för ämnet religion. Resultatet gav inte heller ett överensstämmande resultat med Osbecks forskningsresultat som hävdar att läroplanen bara stämmer överens med FCM steg 3 och 4. Då denna uppsats resultat uppvisar att frågeställningarna kan tänkas utveckla elevers moraliska resonemang utifrån FCM två steg: 2 – moralisk bedömning och steg 3 – moralisk motivation. / The purpose of the thesis is by advancing Hartman and Osbeck's research results towards the results of the thesis, discussing how the textual content of textbooks corresponds or differs based on James Rest's Four – Component model and previous research works, this thesis will provide an increased understanding of how textbooks might provide opportunities for studentsto deepen their moral reasoning from the didactic perspective of a religion.  The research method used in this thesis is a qualitative content analysis based on an analysis model based on Osbeck's analysis model's categories of ethical competences: Rethinking information, Conducting action, Taking in information and Values.  The thesis’s result that not all the reviewing textbooks contain the example concepts set out in lgr11, and do not contain everyday moral questions that touch on the content that also appears in lgr11 for the subject of religion. The results also did not match Osbeck's research findings, which claim that the curriculum is only consistent with FCM steps 3 and 4. Since this paper's results show that the questions may develop students' moral reasoning based on FCM two steps: 2 – moral judgment and step 3 – moral motivation.

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Libraries play an important role in society by offering cultural activities to families with younger children. Because of the Covid-19 pandemic, the libraries had to restrict their services. Due to the restrictions, families have lost many of the opportunities that the library offered. This thesis explores the effect that the restrictions have had on families. To get a contemporary insight into these effects the photovoice method was applied, followed by semi-structured interviews. Four families who frequent the library were used in the study. To present and analyze the needs of the families, the four spaces-model by Jochumsen, Rasmussen, and Skot-Hansen was used. An environmental anthropological perspective on the context of crisis by Vigh was used to analyze aspects of a prolonged pandemic. The results of this thesis show that the families miss libraries and their activities. The families expressed a wish for more outreach from the libraries. The interviews showed that socializing during the pandemic was the hardest challenge to overcome due to social distancing restrictions. At the same time, the families were able to come up with activities to do with the help of digital tools. This helped them to learn how to find and cre-ate new activities which then gave them a new experience. The thesis also presents that libraries are not able to follow the library act or appointed goals with the restrictions.

The Co-Alignment Principle is a strategic management framework that guides value-added management. The model suggests that firms will perform successfully if they scan the environment for forces driving change and allocate their resources to industry-leading competitive methods that address environmental trends. When financing and managing a capital project, a firm's managers must think strategically and consider the "four pillars" of project valuation and management: (1) estimating future cash flows over the project's life cycle, (2) determining an appropriate cost of capital/rate of return, (3) assessing and managing operational and financial risk, and (4) investing in the appropriate materials and resources. The four pillars of project valuation and management act as a framework to guide this investigation on university conference center financing. The overall research question of this study asks how university officials make conference center investment decisions based on the four pillars of project valuation and management. To answer the research questions posed by this investigation, this study adopted a multiple case study approach, in which officials at five universities were interviewed about their universities' conference center projects. Interviews with two executive-level personnel at each university along with multiple sources of written documentation provided the basis for conclusions. Evidence from the data collection phase of this project indicates that universities follow similar procedures for financing their conference centers. For instance, they take advantage of low-cost, tax-exempt debt and private contributions to fund these capital projects. In addition, they place little emphasis on sensitivity analyses for cash flow projections and ignore the opportunity costs of capital. University conference center financing practices with respect to the four pillars of project valuation and management are not consistent with the recommendations set forth by traditional financial principles. This study concludes that universities should improve their strategic thinking and pay more attention to the four pillars in order to increase the viability of their conference center businesses. / Master of Science

According to the World Health Organization, breastfeeding is natural and the most effective way of nourishment to feed infants and young children to ensure child health and survival. Currently, the World Health Organization, the American Academy of Pediatrics, and other health organizations recommend exclusive breastfeeding during the first 6 months of life. Although exclusive breastfeeding has been shown to reduce the occurrence of adverse health outcomes to the infant and mother, the duration of exclusive breastfeeding remains relatively low in the United States. The theory of planned behavior was used as a theoretical framework for this study. The purpose of the project was to identify the barriers to exclusive breastfeeding among mothers during the first four weeks after delivery. A descriptive research design and a convenient sampling method were used to conduct this study. A questionnaire was used to collect the data from 75 mothers who met the inclusion criteria and who attended 3 selected obstetric and gynecologic private practice physicians' offices. Data analysis was performed by using descriptive and correlational statistics. The findings showed that only 8 mothers continued exclusive breastfeeding during the first 4 weeks postpartum. The major maternal problems identified for not continuing exclusive breastfeeding were (a) insufficient breast milk, (b) sore or painful nipples, (c) return to work or school, and (d) poor latching. Findings suggested that healthcare professionals use the model of the theory of planned behavior to develop interventions that promote a positive attitude toward breastfeeding. A positive attitude toward breastfeeding will create a social change within the community to promote exclusive breastfeeding.

På många förskolor i Sverige har antalet flerspråkiga barn ökat i takt med attdet sker samhällsförändringar. Flerspråkighet ses som en av förskolornasutmaningar i undervisningen eftersom de förändrade samhällsvillkoren ävenleder till förändringar av förskolans praktik. På grund av detta är det avintresse att ta reda på vilka möjligheter och hinder som kan identifieras iarbetet med att möta barn som är flerspråkiga. Detta för att bidra medkunskap om hur förskolans praktik förhåller sig till uppdraget att arbetainterkulturellt. Frågeställningarna som används i studien utgår ifrån att tareda på hur förskollärare ser på interkulturalitet och flerspråkighet samt påvilka sätt de arbetar med detta. / In many preschools in Sweden, the number of multilingual children has increased asthere are societal changes. Multilingualism is seen as one of the preschoolschallenges in teaching because they changed the conditions of society as wellleads to changes in preschool practice. Because of this, it's offinterest to find out what opportunities and obstacles can be identified inthe work of meeting children who are multilingual. This is to contributeknowledge of how the preschool's internship relates to the task of workingintercultural. The questions used in the study are based on addressingfind out how preschool teachers view interculturality and multilingualism as well aswhat ways they work with this.

Design of four city houses located on the busy street Koliště in Brno.

京都大学 / 0048 / 新制・課程博士 / 博士(工学) / 甲第21274号 / 工博第4502号 / 新制||工||1700(附属図書館) / 京都大学大学院工学研究科合成・生物化学専攻 / (主査)教授 村上 正浩, 教授 松原 誠二郎, 教授 杉野目 道紀 / 学位規則第4条第1項該当 / Doctor of Philosophy (Engineering) / Kyoto University / DFAM

College degree attainment benefits both private citizens and society. Historically, degree attainment rates have differed based on students’ race, income, and parental education. Along with differences in degree attainment rates, time to degree has been increasing for all students nationally. Increased time to degree has adverse effects for students as it increases the cost of a degree and decreases future earnings through a delayed entry into the workforce.In recent years, colleges and universities have implemented programs to address challenges with graduation rates at their institutions and improve on-time degree completion. Beginning in 2014, a large public university located in the Mid-Atlantic region of the United States, implemented an on-time degree completion program to address its four-year bachelor’s degree completion rate. In addition to increased academic support for all program participants, up to 500 students with high-financial per cohort were given additional grant funding towards their cost of attendance. The Theory of Planned Behavior frames the process of shaping human behavior as the combination of changing the attitude towards completing the behavior, shifting norms to reflect desired outcomes, and reducing perceived barriers to behavior completion. The on-time degree completion program uses a participant contract and a series of checkpoints to encourage positive behavior, shown through research, to increase graduation rates: priority registration, meeting with an academic advisor, earning a minimum of 30 credits per academic year, and completing a degree audit. The current study analyzed the checkpoint and on-time degree completion data for three consecutive first-time, first-year cohorts at a large public university. The total number of participants included in the study totaled 13,323. Using a combination of descriptive and predictive statistics, I found that both checkpoint completion and on-time degree completion differed based on several participant characteristics, including academic preparation, race, family income, and parental education. However, even when controlling for participant background characteristics, checkpoint completion had a positive relationship to on-time degree completion. Therefore, while there are improvements to be made in the checkpoint completion rates and the equality of those outcomes, the program checkpoints predict on-time graduation. Further, for program participants who receive the program grant funding, there is a correlation between multiple years of grant funding and improvements in on-time graduation rate. Further research should be conducted to understand the reasons students fail to complete checkpoints and the barriers to checkpoint completion for some student groups. Additionally, for participants who were not retained until graduation, a study tracking participants’ degree completion across institutions would help explore the true degree completion rate for the participants, as opposed to at the individual institution. / Educational Administration

Syftet med detta arbete har varit att skapa klarhet kring vad som definierar begreppet den terapeutiska relationen, samt att ge en beskrivning av vad man som professionell samtalsledare bör tänka på när det gäller att skapa en så god terapeutisk relation som möjligt.Detta har gjorts i utgångspunkt av kvalitativa djupintervjuer med sju professionella samtalsledare, vilka i sina respektive beskrivningar, tillsammans kommit att utgöra en bild av hur man kan se på dessa två olika aspekter av begreppet. Det insamlade materialet från dessa intervjuer har sedan kommit att tematiseras utifrån en hermeneutisk tolkningsmetod, varpå resultatet tolkats utifrån ett socialkonstruktivistiskt, samt ett inlärningsteoretiskt perspektiv.Av resultatet framkom, bland annat, att en definition av begreppet den terapeutiska relationen var svår att särskilja från konkreta beskrivningar av hur en samtalsledare bör arbeta för att skapa en god terapeutisk relation, samt vilka personliga egenskaper som utmärker en god terapeut.Nyckelord:, Common factors, Den terapeutiska alliansen Den terapeutiska relationen, Four stages of competence, Samtalsbehandling, Socialkonstruktivism / The main purpose of this report was to bring clarity to the definition about the concept of the therapeutic relationship, as well as providing a description of what the therapist needs to consider, when it comes to creating the “good therapeutic relationship”.This has been done on the basis of qualitative in-depth interviews with a total of seven therapists, who in their descriptions, together came to form an understanding of these two different aspects of the concept. The collected material from these interviews was then thematized, in the basis of a hermeneutic interpretation method, in after witch these results were interpreted from a social constructivist, and a learning-theory perspective.The main results show that a definition of the therapeutic relationship was difficult to distinguish from the descriptions of how therapists work to create a good therapeutic relationship, as well as the personal characteristics of “the good therapist”.Keywords: Common factors, Four stages of competence, Social constructivism, The therapeutic alliance, The therapeutic relation, Therapy