Information Technology (IT) in health services has become increasingly important for people's wellbeing. The nature of design of these technologies is complex – even more so when the context is of a sensitive nature, such as the user's health. Furthermore, when the users are children, several additional difficulties surface. Apart from the design context being sensitive, children have cognitive and communicational limitations that make any design method employed require adaptations. This thesis is conducted within the research project Child Health Interactive Peer Support (CHIPS) at Halmstad University. The project aims at developing Online Peer Support (OPS) for advancing the wellbeing of children who have or have had cancer. The project thus presents a unique design situation, and the aim of this thesis is to answer the question: How can children participate in the design of Online Peer Support for children with cancer? In order to answer this question, a literature review was performed to identify common properties of design methods with children, children were involved in the design of OPS for children with cancer, and the lessons learned from the empirical case were discussed. The properties of design methods with children were organised into three categories and later supplemented with properties of methods for performing research in a sensitive context. The empirical material was made up of six design workshops with two groups of children who were, or had previously been treated for cancer. From the design workshops and the subsequent discussions several lessons were learned, in addition to the result from the literature review, about how children can be involved in the design of OPS for children with cancer. Based on this, seven suggestions were made for adapting methods to suit design with children in a sensitive context.

In a world characterized by constant changes and increasing diversity, controversialevents unfold in society on a daily basis. Given the School's role in educating democraticcitizens, it is imperative for educational institutions to adapt and incorporate current andcontroversial topics into their curriculum. This thesis explores the perspectives of socialstudies teachers on controversial issues in the classroom. Employing a phenomenologicalapproach and conducting in-depth interviews with social studies teachers, the studyanalyzes their subjective experiences, definitions of the subject, and approaches toteaching controversial topics. Therefore, our purpose and research questions are groundedin three themes, which are also pervasive throughout the work: Teacher management,teacher experience, and teacher definition of controversial issues in education.In summary, the results from our interview study reveal that teachers acknowledge theemotional impact associated with these issues, a finding supported by prior research. Thechallenge lies in the complexity of these topics and the ability to strike a balance betweenintellectual challenge and emotional understanding. The study highlights the difficultyteachers face in maintaining objectivity while navigating through their own values, andthe intricate interplay between subject content, emotions, and the teacher's ownperspective. It is evident that a conscious effort is required to create a classroomatmosphere that fosters open dialogues and respectful confrontations to promotedemocratic values, where diverse perspectives can be included.

Cette thèse vise à comprendre le risque de fuite d’informations personnelles sur un réseau social. Nous étudions les violations potentielles de la vie privée, concevons des attaques, prouvons leur faisabilité et analysons leur précision. Cette approche nous aide à identifier l’origine des menaces et constitue un premier pas vers la conception de contre-mesures efficaces. Nous avons d’abord introduit une mesure de sensibilité des sujets à travers une enquête par questionnaire. Puis, nous avons conçu des attaques de divulgation (avec certitude) des liens d’amitié et des liens d’appartenance aux groupes sur “Facebook”. Ces attaques permettent de découvrir le réseau local d’une cible en utilisant uniquement des requêtes légitimes. Nous avons également conçu une technique d’échantillonnage pour collecter rapidement des données utiles autour d’une cible. Les données collectées sont ensuite représentées par des graphes et utilisées pour effectuer des inférences d’attributs (avec incertitude). Pour augmenter la précision des attaques, nous avons conçu des algorithmes de nettoyage. Ces algorithmes quantifient la corrélation entre les sujets, sélectionnent les plus pertinents et permettent de gérer la rareté (sparsity) des données. Enfin, nous avons utilisé un réseau de neurones pour classer les données et déduire les valeurs secrètes d’un attribut sensible d’une cible donnée avec une précision élevée mesurée par AUC sur des données réelles. Les algorithmes proposés dans ce travail sont inclus dans un système appelé SONSAI qui aide les utilisateurs finaux à contrôler la collecte d’informations sur leur vie privée / In this thesis we shed the light on the danger of privacy leakage on social network. We investigate privacy breaches, design attacks, show their feasibility and study their accuracies. This approach helps us to track the origin of threats and is a first step toward designing effective countermeasures. We have first introduced a subject sensitivity measure through a questionnaire survey. Then, we have designed on-line friendship and group membership link disclosure (with certainty) attacks on the largest social network “Facebook”. These attacks successfully uncover the local network of a target using only legitimate queries. We have also designed sampling techniques to rapidly collect useful data around a target. The collected data are represented by social-attribute networks and used to perform attribute inference (with uncertainty) attacks. To increase the accuracy of attacks, we have designed cleansing algorithms. These algorithms quantify the correlation between subjects, select the most relevant ones and combat data sparsity. Finally, we have used a shallow neural network to classify the data and infer the secret values of a sensitive attribute of a given target with high accuracy measured by AUC on real datasets. The proposed algorithms in this work are included in a system called SONSAI that can help end users analyzing their local network to take the hand over their privacy

Skolinspektionen menar att alla elever har rätt till att få sex- och samlevnadsundervisning. Den syftar till att stärka självkänslan hos eleverna och bidra till att de kan ta ansvarsfulla och medvetna beslut rörande sexualitet, relationer och hälsa. För att lärare ska känna sig bekväma och trygga i sin undervisande roll krävs kompetens i form av faktakunskaper och insikter om vilka arbetsmetoder som lämpar sig för ett visst moment. Skolinspektionen för fram vikten av att verktyg och stöd görs tillgängliga för lärare.Syftet med denna studie är att utifrån lärares beskrivningar få en fördjupad kunskap inom känsliga ämnen i sex- och samlevnadsundervisningen i gymnasiekurserna Biologi 2 och Naturkunskap 1a1. I denna studie genererade tre kvalitativa intervjuer, en parintervju samt två enskilda intervjuer resultat som användes som underlag för diskussion och slutsatser.Tidigare forskning på området har varit knapp och svår att hitta. Detta arbete söker öka kunskapsbidraget inom val av arbetssätt och hur undervisningen av känsliga ämnen inom sex- och samlevnadsundervisningen kan bedrivas.Som teoretisk utgångspunkt används den didaktiska triangeln som visar på en grundläggande beskrivning av hur lärare, elev och innehåll förhåller sig till varandra. Den utökade didaktiska triangeln ligger närmre som förklaringsmodell till detta arbete och fokus ligger på hur lärarens olika kompetenser utgör grunden för valet av vilka arbetssätt som används vid undervisning av känsliga ämnen.Lärarna har en hög medvetenhet om vilka faktorer som kan påverka sex- och samlevnadundervisningen. Informanterna uttrycker att det är av stor vikt att elevernas egna frågor får ta plats och att det är viktigt som lärare att skapa strukturer, arbetssätt, i undervisningen som avpersonifierar framförallt elever men även lärare och istället fokusera på sakfrågan.Även om elevernas önskemål till viss del bör ligga till grund för den undervisning som bedrivs är det läraren utifrån sin profession som ska styra den. Resultatet i denna studie visar att utifrån det informanterna berättat bör alla parametrar i den didaktiska triangeln (didaktisk kompetens, ämneskompetens samt social kompetens) tas i beaktning men att den sociala kompetensen i sex- och samlevnadsundervisningen verkar ha en mer avgörande roll än de övriga två. / The Swedish Schools Inspectorate believes that all students have the right to receive sex and cohabitation education. It aims to strengthen students' self-esteem and help them make responsible and conscious decisions regarding sexuality, relationships and health. In order for teachers to feel comfortable and secure in their teaching role, competence is required in the form of factual knowledge and insights into which working methods are suitable for a particular part. The Swedish Schools Inspectorate emphasizes the importance of tools and support being made available to teachers.The purpose of this study is to, based on teachers' descriptions, gain an in-depth knowledge of sensitive subjects in sex and cohabitation teaching in the upper secondary school courses Biology 2 and Natural Science 1a1. In this study, three qualitative interviews, a couple interview and two individual interviews generated results that were used as a basis for discussion and conclusions.Previous research in the field has been scarce and difficult to find. This work seeks to increase the knowledge contribution within the choice of working methods and how the teaching of sensitive subjects in sex and cohabitation education can be conducted.As a theoretical starting point, the didactic triangle is used, which shows a basic description of how teachers, students and content relate to each other. The extended didactic triangle is closer as an explanatory model for this work and the focus is on how the teacher's different competencies form the basis for the choice of which working methods are used in teaching sensitive subjects.Teachers have a high level of awareness of the factors that can affect sex and cohabitation education. The informants express that it is of great importance that the students' own questions take place and that it is important as a teacher to create structures, working methods, in teaching that depersonalize primarily students but also teachers and instead focus on the issue.Although the students' wishes should to some extent form the basis for the teaching that is conducted, it is the teacher based on his profession who should guide it. The results of this study show that based on what the informants said, all parameters in the didactic triangle (didactic competence, subject competence and social competence) should be taken into account, but that social competence in sex and cohabitation education seems to play a more decisive role than the other two.