Syftet med denna studie är att undersöka hur lärare beskriver erfarenheter av att bemöta tysta elever i skolan utifrån deras kommunikativa och språkliga förmågor. Med hjälp av kvalitativa halvstrukturerade intervjuer med fyra yrkesverksamma lärare på låg- och mellanstadiet presenterar studien hur lärarna beskriver att de bemöter tysta elever i skolan samt hur de beskriver att de anpassar undervisningen för att lyfta fram tysta elevers kommunikativa och språkliga förmågor. Utifrån ett fenomenologiskt perspektiv har intervjuerna tolkats och analyserats med avsikt att lyfta fram lärarnas beskrivningar av sina erfarenheter, bemötanden och anpassningar. En slutsats i denna studie är att lärarna upplever att tysta elevers tysthet är situationsberoende.  Den kan vara beroende av gruppstorleken eller miljön. Ett annat resultat som framkom var att lärarna ansåg att det var betydelsefullt att skapa en trygg undervisningssituation för att få de bästa förutsättningarna för framför allt de tysta eleverna. Lärarna beskrev också olika tillvägagångssätt som de använde för att kunna bedöma elevernas muntliga förmågor. I studien framkom också att lärarna upplevde en del hinder för sina ambitioner att skapa bra undervisningssituationer. Dessa hinder fanns främst på organisationsnivå. / The purpose of this study is to examine how teachers describe the experience of dealing with quiet students at school based on their communicative and linguistic abilities. With the help of qualitative semi-structured interviews with four practicing teachers in primary school the study presents how the teachers describe how they treat quiet students in a school environment and how they describe adapting their own teaching to improve the quiet students´ communication and linguistic abilities. From a phenomenological perspective have the interviews interpreted and analyzed with the intention of highlighting teachers' descriptions of their experiences, responses and adaptations. One conclusion of this study is that teachers feel that quiet students silently depends on the situation. It may depend on the size of the group or the environment. Another finding that emerged was that the teachers felt that it was important to create a safe learning situation to get the best conditions, especially for the silent students. The teachers also described the different approaches they use in order to assess students' oral abilities. The study also revealed that the teachers´ ambitions to create good teaching situations was not obtained without obstacles. These obstacles mainly generated from an organizational perspective.

Cerebral lateralization was once thought to be unique to humans, but is now known to be widespread among the vertebrates. Lateralization appears to confer cognitive advantages upon those that possess it. Despite the taxonomic ubiquity and described advantages of lateralization, substantial individual variation exists in all species. Individual variation in cerebral lateralization may be tied to individual variation in behaviour and the selective forces that act to maintain variation in behaviour may also act to maintain variation in lateralization. Sex differences may also be an important source of variation in lateralization, as differences between males and females are often observed. Here, I present three papers that collectively deal with the interrelationships between sex, behaviour and cerebral lateralization in the convict cichlid. My results illustrate that lateralization is related to personality-like characteristics in the convict cichlid, and that there are important differences between the sexes in their pattern of lateralization.

The thesis deals with assortative behaviour of Poecilia wingei. The aims of the thesis are to describe character traits of fish and their heritability, then set breeding pairs of Endler's Livebearer (Poecilia wingei) and to determine their traits (shy or bold). After that, the offspring generation of such pairs was bred and their personal traits were determined too. Finally a comparison of the parents and the offspring generation was carried out and the heritability was analyzed. The traits were analyzed using the Open Field test. Fifty pairs of the parent generation were measured, coupled into pairs according to their traits. After that the offspring generation was measured too. The intraclass correlation coefficient was calculated, determining the share of the total phenotypic variance that is conditioned by the variability of genetic information in the population. The results were analysed using Statistica 12. The comparisons of the results revealed the heritability of the traits.

Switching costs are unobserved costs for the consumer when switching between two functionally identical products or services. These costs can take both monetary and non- monetary values, which makes them hard to estimate. The purpose of this study is to empirically estimate switching costs on the Swedish market for electricity for private consumers, and also review two methods to identify which one more suitable for the purpose. Shy’s (2002) method uses prices and market shares to estimate the costs, and Salies’ (2012) method is an extension of Shy’s method, that lifts two major limitations. Electricity providers with over 1 percent market share have been included. For each provider, prices for the three most used contract types have been gathered and used in the estimation. Prices have been limited to households with energy usage of 2 000 kWh per year. Switching costs have been estimated to between 50 – 95 percent of the yearly costs for electricity. The switching costs are higher when switching from a big firm to a smaller, than the other way around. This could indicate that customers become involuntarily locked-in to bigger firms because of the switching costs, giving bigger firms stronger market positions.

Studien undersöker förskollärarens synsätt samt strategier gällande blyga barns delaktighet och språkutveckling i verksamheten. I studien beskrivs fenomenet blyga barn genom tidigare forskning samt genom det sociokulturella perspektivet och anknytningsteorin. Intervjuer har genomförts med förskollärare där innehållet kretsat kring individernas synsätt på blyga barn samt de anpassningar de gör för att möta blyga barns behov av stöttning.  Förskollärares syn på delaktighet och språkutveckling undersöks i relation till blyga barn genom semistrukturerade intervjuer analyserade utifrån en analysmodell som utgått från metodansatsen fenomenografi. Intervjuernas resultat redovisas genom analysmodellens sista steg och visar sambanden mellan förskollärares synsätt samt de syften som deras strategier strävar mot att uppnå. Resultatet visar att förskollärares syften gällande stöttning av blyga barn skiljer sig, men att strategierna är desamma. Resultatet visar att förskollärare som strävar efter att uppnå en trygghet hos blyga barn skiljer sig mot förskollärare som utgår från viljan att uppnå ett ökat självförtroende. I studien framkommer förskollärarnas liknande strategier där uppdelning av barngruppen är framträdande, men att bakomliggande syften till varför de gör uppdelningen skiljer sig. / The study examines preschool teachers views and strategies regarding shy children´s participation and language development. The study describes the phenomenon of shy children through previous research and the socio-cultural perspective and the attachment theory. Interviews have been conducted with preschool teachers, where the content has revolved around the individuals' views on shy children and the adaptions they make to meet the needs of shy children. Preschool teachers' views on participation and language development are examined in relation to shy children through semistructured interviews that have been analyzed by an analysis model based on phenomenography. The results of the interviews are showed through the last step of the analysis model and shows the connections between preschool teachers' views and the purposes that their strategies strive to achieve. The results show that preschool teachers' purposes of supporting shy children differ, but the strategies are the same. The results show that preschool teachers whose goals are to achieve an increase at the feeling of safety among shy children differ from preschool teachers who are based on achiving increased selfconfidence. The study reveals the preschool teachers' similar strategies where they divide the group of children, but the purposes of why they make the decision to split the group of children is different from each other.

Previous studies have found a positive association between the costs of switching providers and market power in the banking sector. We believe a similar association exists in the Swedish home insurance industry, given that Finansinspektionen's (2022) previous findings indicate price walking, a premium paid by loyal customers, is prevalent in the market. We therefore investigate whether there exists a positive association between switching costs and market power in the Swedish home insurance market using a panel data approach between the years of 2012-2022. We employ Shy's (2002) measure to estimate switching costs and the Lerner index to estimate market power. The results reveal a statistically significant association between switching costs and market power, indicating that reducing switching costs could help reduce market power, potentially benefiting consumers. These results are robust between model choices, period, and measure of price and costs. The findings also imply that decreases in switching costs could lower consumer prices by increasing competition and reducing profit margins. To reduce switching costs, we propose investigating the effects of standardizing insurance policies for easier comparison and exploring the potential effects of discouraging cumulative discounts that deter customers from changing providers.

Previous studies have found a positive association between the costs of switchingproviders and market power in the banking sector. We believe a similar associationexists in the Swedish home insurance industry, given that Finansinspektionen’s(2022) previous findings indicate price walking, a premium paid by loyal customers,is prevalent in the market. We therefore investigate whether there exists a positiveassociation between switching costs and market power in the Swedish homeinsurance market using a panel data approach between the years of 2012-2022. Weemploy Shy’s (2002) measure to estimate switching costs and the Lerner index toestimate market power. The results reveal a statistically significant association betweenswitching costs and market power, indicating that reducing switching costscould help reduce market power, potentially benefiting consumers. These resultsare robust between model choices, period, and measure of price and costs. Thefindings also imply that decreases in switching costs could lower consumer pricesby increasing competition and reducing profit margins. To reduce switching costs,we propose investigating the effects of standardizing insurance policies for easiercomparison and exploring the potential effects of discouraging cumulative discountsthat deter customers from changing providers.

Tysta och blyga barn är ofta de som lämnas åt sidan eller får vänta med att få sina behov tillgodosett. Som fritidspedagog är det en viktig uppgift att insocialisera barn i gemenskap, men hur gör man med barn som inte vill? Hur handskas man med barn som föredrar att vara för sig själva? I vilken grad ska deras önskan respekteras och när blir insocialisering ett värde som bör överordnas barnets fria val? I denna essä undersöker jag hur jag som fritidspedagog kan förstå dessa barns behov och förhålla mig till dem utifrån begreppen barnperspektiv respektive barns perspektiv, barns delaktighet, inflytandet och bästa. Jag kommer att utgå från några problem från min egen arbetslivserfarenhet och belysa dem med hjälp av olika synsätt som objekt- och aktörsperspektiv och symbolisk interaktionism.

There is increasing need and demand in various contexts to take children’s perspectives into account, including the views and opinions of the youngest children. However, listening to the voices of children is a challenging and complex task, and the field is normatively loaded. There is thus a growing need for valid and reliable methods and techniques that aid children to verbalise their experiences. The overall aim of this thesis was to examine the ability of the In My Shoes computer assisted interview and a Standard verbal interview to elicit accurate information and evaluative content, when used with preschool-aged children and determine their suitability in relation to situationally shy children. Our studies show that the two interview methods, in general, provided equally accurate and complete statements. In addition, the IMS interview can be a more useful and suitable tool during the rapport phase with situationally shy children compared to the Standard verbal method. For non-shy children, the interview methods were equally adequate. In relation to evaluative information, the recommended open-ended questions in the Standard verbal interview were insufficient. Children appeared to need evaluative questions in order to provide evaluative content. Examining the ability of IMS to elicit subjective experiences showed that using IMS aided children to provide detailed and varied descriptions of emotions, somatic experiences, and objects such as toys.   Thus, when choosing the optimal child interview method, there are several aspects that need to be considered, including the degree to which children’s statements need to be accurate and complete and/or contain evaluative information and the child’s level of shyness. These studies have increased the number of evaluated methods for interviewing children and contributed to new knowledge about the challenging task of optimising the choice of method for interviewing preschoolers. / <p>Forskningsfinansiering: Stiftelsen Allmänna Barnhuset, FB13-0014 </p>

Studiens syfte är att lyfta fram olika upplevelser och berättelser från elever som, oavsett anledning,tar mindre plats i specifikt musikundervisningen på högstadiet. I och med detta är även syftet attbidra till en djupare förståelse för hur eleverna upplever att deras egen utbildning påverkas och hurlärare bör bemöta dessa elever. För att få fram resultatet användes en kvalitativ metod, muntligaintervjuer med elever som själva positionerade sig i en tillbakadragen roll i musikklassrummet.  Resultatet visade att en majoritet kände sig bekväma i en tillbakadragen roll, men att de samtidigtkände en yttre press från läraren att behöva ta mer plats främst för betygets skull. Informanternahade dock inte fått tillräcklig information om vad som faktiskt menades när de fått uppmuntran omatt "ta mer plats". Feedback i musikämnet upplevdes som en bristvara, inte enbart för de som togmindre plats. Informanterna hade självinsikt om sitt tillbakadragna sätt och upplevde att deras egetlärande kunde påverkas negativt om läraren uppfattade att de i och med detta inte var intresseradeeller villiga att delta. Olika moment i musiken kunde upplevas som mer eller mindre påfrestande attta plats på, ofta beroende på vad just den eleven tyckte var svårt eller i vad som kändes mestutpekande, att spela instrument eller sjunga. Flera fick även höra att de behövde ta mer plats men dekunde bara komma på fåtal exempel där läraren vänt sig till de tillbakadragna och försökt inkluderadessa mer på lektionerna på ett sätt som känts bekvämt för dessa elever. Informanterna tyckte inteatt läraren anpassade lektionerna tillräckligt för de som tar mindre plats. / The purpose of this study is to showcase different experiences and stories from students who,regardless of reason, have a more quiet role or withdrawn bevavior in music class. Along with this,the purpose is also to contribute with a deeper understanding for how students think when it comesto their own education and learning potential, and also how they think teachers should act whileencountering this kind of students. A qualitative method was used to get the result, one-on-one interviews with students who positioned themselves as quiet, introverted or withdrawnin the music classroom. The result showed that a majority of the students felt comfortable in awithdrawn or introverted role, however, they felt a pressure from the teacher to ”take more space”,mostly for the sake of the grade. The informants also felt like they did not fully understand what theteacher meant with the encouragement to ”take more space”. Feedback during music lessons wasdeficient, not only for the withdrawn students. The informants expressed self-awareness of theirwithdrawn behavior and felt like their own learning process could be affected negatively, if theteacher were to misinterpret the students behavior as a lack of interest or an unwillingness toparticipate. Different parts of the music education was experienced as more or less challenging todo, depending on what the informant thought was more difficult (for example, to play a specificinstrument or sing) or how much one task would force them to ”take space”. While the informantssaid they were getting comments about how they ”should take more space”, they could only thinkof a few examples where the teacher would try to include these students in a way that feltcomfortable for them. The informants did not think the teachers adjusted the lessons enough forthose who are more quiet, shy, introverted or withdrawn.