SAMMANFATTNING Bakgrund: Ett par som önskar bli gravida, och som under minst ett år med upprepade oskyddade samlag inte lyckats bli gravida, benämns som infertila. Av alla dessa par beräknas tio till femton procent vara infertila. Orsakerna till infertiliteten kan vara många och ligga hos både mannen och kvinnan, ålder och livsstilsfaktorer anses vara viktiga bidragande orsaker. Endast tjugofem till femtio procent av de par som är infertila och söker behandling får uppleva den efterlängtade förlossningen. Det är inte ovanligt att kvinnor i denna situation drabbas av en livskris. Barnmorskan har en stödjande roll i samband med det infertila parets behandlingsprocess. Syfte: Syftet med detta arbete var att belysa kvinnors upplevelser av den sociala och psykiska påverkan som den ofrivilliga barnlösheten kan medföra, samt hur de hanterar dessa upplevelser. Metod: Den metod som valts för detta arbete är en litteraturöversikt. Arbetet baserades på 15 vetenskapliga artiklar publicerade 2005- 2015. För att finna material gjordes artikelsökningar i olika databaser. De valda artiklarna granskades enligt Sophiahemmets Högskolas riktlinjer för kvalitetsgranskning. Artiklarna lästes upprepade gånger och med hjälp av understrykningar i texten kunde relevant information delas in under tre olika rubriker som svarade på studiens syfte och frågeställningar. Resultat: Resultatet har delats in i tre huvudrubriker vilka är; Kvinnors upplevelser av den psykiska påverkan, Kvinnors upplevelser av den sociala påverkan och Att hantera den nya livssituationen. Slutsats: Kvinnornas upplevelser av den psykisk påverkan kan beskrivas med många ord, men de känslor som ofta återkommer är skuld, skam, sorg, förlust av självkänsla, stress, ångest och depression. Kvinnornas upplevelser av den social påverkan beskrivs oftast som isolering och stigmatisering. Kvinnor hanterar den nya livssituationen på olika sätt, men det viktigaste är att ha en aktiv och medveten strategi.

This thesis is an ethnographic exploration of institutions for small children, i.e. the pre-school institution.The overall aim of the study is to investigate what is characteristic for some Swedish preschoois,and how childhood is formulated and realized within those institutions. Of centralimportance are questions. which concern how pre-schools are constructed, negotiated andmaintained by the actors within the pre-school settings. Another aim is to explore contemporarymeanings of pre-school and pre-school children as they appear in interviews and everyday talk. Thedata were collected by participant observations for almost one year in two pre-schools. Data consistof audio- recordings of everyday life and parental talks, interviews with children, pre-schoolteachers and parents. Points of departure are ideas from interactionism and social constructionism.The analyses draw upon concepts from integrative theories; agency-structure, social practice, socialorder and normality in relation to the institution. The results show that pre-school is takcn for granted and is almost considercd as compulsory andpart of normal childhood. Pre-school is legitimated as an interest of and a question for society,families and parents, but also in the best interest of children here and now and for the future. Inaddition, pre-school is also understood as a social and a social pedagogical question for individualsand for society. Moreover, the study shows howeveryday life in pre-school is zoned andpedagogized in time and space. The institution is characterized by schedules, routines and predefinedrooms and artifacts, as weil as by planned activities and unplanned, occasional and situatedactivities, respectively. Children and adults have to deal with the social order of the institution, andthis study shows that the actors constantly break and negotiate the social order - they are doing preschool.The institutions and the interactions are characterized by complexitics and hybridities andthere are different activitics and discourses in action at the same time. This also concerns theintermediate domain between private and public and the relations between parents and pedagogues.None of them are in controi of children's everyday life, and they have to share information. viewsand sometimes also decisions. Parents have to contribute to the construction of a pre-school chiid,by delivering a child ready for prc-school, a chiId with certain competences. In everyday activitiesand in parental talks, the adults articulate and negotiate the picture of a "normal" pre-school chiId,i.c. demands related to a situated institutionaI normality . The study shows how children act indifferent ways in relation to social context and social order in different situations. They act as "normal pre-schoolchildren" but they also construct their own social order in relation to theinstitution, alone or together with other children and adults.

Emotionell design är ett fenomen som är relevant i samband med användarupplevelsen inom speldesign. Designers har möjlighet att utveckla en produkt som ger en större känslomässig upplevelse för användaren genom att ta hänsyn till emotionella förbindelser och känslor. I samband med den växande spelindustrin är det relevant för spelutvecklare att ta emotionella förbindelser till hänsyn. Då det är viktigt att förstå vart motivationen för spelandet ligger hos användaren.  Denna studie har undersökt hur användare relaterar och identifierar sig med egenskapade karaktärer. Studien har utgått ifrån massiva onlinespel rollspel (eng. massive multiplayer online role-playing games, MMORPG) där sociala och emotionella förbindelser tas till hänsyn. Arbetet utvärderar också hur relationen mellan användare och avatar förefaller. Det kommer också att presenteras teorier som sammanställer datainsamlingen vilket presenteras och diskuteras. Slutligen redovisas ett resultat som bevisligen introducerar hur relationerna ser ut och varför det ser ut som det gör. / Emotional design is a phenomenon that is relevant in connection with the user experience in game design. Designers could develop a product that provides a more emotional experience for the user by taking emotional connections and emotions to consideration. With the growing gaming industry, it is relevant for game development to take emotional connections into consideration. During the process it is important to understand where the motivation for the game lies within the user.  This study examined how users relate and identify with their own created characters. The study has been based on Massive Multiplayer Online Role-Playing Games (MMORPG) where social and emotional connections are observed. The work also evaluates how the relationship between the user and the avatar appears. Theories will also be presented that compile the data collection, which will be presented and discussed. Finally, the result is presented that demonstrably introduces what the relationship looks like and why it looks the way it does.

2019 upptäcktes en ny form av Coronavirus av de kinesiska myndigheterna som snabbt spreds iflera länder innan det tillslut spreds globalt. Folkhälsomyndigheten gick ut medrekommendationer att arbeta hemifrån för att minska smittspridningen i samhället, vilket bidrogtill att många ledare behövde anpassa sig och förmedla ett e-ledarskap på distans. Det blev endrastisk förändring för många organisationer och ledare då de tvingades in i denna omställning.Vi har genomfört en kvalitativ studie genom att intervjua nio olika ledare på olika organisationerför att undersöka hur det påtvingade e-ledarskapet har upplevts för dem under den rådandesituationen. Vi har utgått från tidigare litteratur gällande e-ledarskap, distansledarskap samt treaspekter som varit tydligt framträdande i denna litteratur: kommunikation, sociala aspekter ochteknologiska färdigheter. Det visade sig att ledarnas upplevelser gällande det påtvingadee-ledarskapet inte skiljer sig avsevärt gentemot deras tidigare ledarskap och att om de lyckashantera eventuella nackdelar så finns det många fördelar för de att ta med sig för framtiden / In 2019, a new form of Coronavirus was discovered by the Chinese authorities, which spreadrapidly in several countries before it eventually spread globally. The Swedish Public HealthAgency issued recommendations to work from home to prevent the spread of infection insociety, which contributed to the fact that many leaders needed to adapt and mediatee-leadership at a distance. It became a drastic change for many organizations and they wereforced into this transition. We have conducted a qualitative study by interviewing nine differentleaders in different organizations to examine how the forced e-leadership has been experiencedfor them during the current situation. We emanated from previous literature regardinge-leadership, distance leadership and three aspects that have been clearly prominent in thisliterature: communication, social aspects and technological skills. It turned out that the leaders'experiences regarding the forced e-leadership do not differ significantly from their previousleadership and that if they manage to deal with any potential disadvantages, there are manyadvantages for them to bring into the future.

The aim of this licentiate thesis is to examine the means of self-presentation on the websites of 18 upper secondary schools in Sweden. This empirical material may be referred to as a kind of marketing since they render a highly idealized image of schools. To some extent they exaggerate what school is about, as a way for schools to promote themselves as well as to maintain their hold on the market. Self-presentations thus play an important role in the struggle to attract prospective students and keep these enrolled. The fact that self-presentations refer to schools and not companies in general—although several schools certainly strive to define themselves as such—indicates that self-presentations are not like any other marketing practice. They can also be read as a kind of imaginative documents. In this capacity, self-presentations do not only express what school is or may be interpreted as, but foremost how it envisions itself in the future. The material underlying the study consists of a selection of excerpts that were collected from the schools' webpages at different points of time during the years 2011/2012 and 2016/2017. This allowed me to study both continuities and change in the way schools are presented online. In this study, schools' self-presentations are analyzed thematically in combination with Jason Glynos and David Howarth's so called logics approach, which has been developed out of poststructuralist discourse theory and its ontological assumptions. A logic may be understood in this case as a rule or pattern governing the way a phenomenon like school is constituted. As a research strategy, logics have helped me explore, step by step, the conditions of possibility as well as impossibility of identity-formation processes. I mainly deal with four logics that comprise the overarching principles that structure what it means to be a school: business adaptation, academization, individualization and social responsibility. The empirical study thus consisted in setting out the social, political and fantasmatic aspects of these logics—which consequently served to thematically analyze the contemporary identity-formation on schools' websites. Social aspects have been a descriptive tool to study what characterizes school as presented in the empirical material, whereas political and fantasmatic aspects refer to analytical and critical perspectives. The aim has been to illuminate not only the way schools' identities are organized but also how and why this happens – in other words, what logics do to the identity-formation of schools. Importantly, the logics in question are interrelated and work together at the same time as they 'struggle' over the significance of being a school. As I argue, the identity-formation of upper secondary schools can hence be perceived as crisscrossed by competing and complementary logics that all make certain claims as to what a school is supposed to be (or not). The main task of a traditional Swedish school has been to foster democratic members of society. The findings of my study, however, question such a general understanding. In my empirical material a self-referential meaning of school rather emerges with the purpose to produce good employees; that is, a competent work-force willing to submit to the norms and values of the corporate sector. Subsequently, the boundaries between school and the surrounding world are also increasingly loosened, as business is brought into the classroom and made a premise of learning and development in accordance with the needs and interests of the labor market. However, this replacement of a traditional school is only partial. Since schools are equally dependent on the societal tradition to appear as legitimate and credible alternatives on the educational arena they cannot wholeheartedly commit themselves to a corporate identity. Hence, self-presentations often indicate a struggle to be different enough to stand out from the host of other schools, but also to be similar enough to be considered a 'proper' school. This licentiate thesis has in common with previous studies that statements about qualification and employability measures have indeed increased. A corresponding decline of statements about active citizenship and critical thinking could not be detected – but then again, educational-political aspects confirm that a traditional school may be understood as a background against which an alternative school is formed. This is a conclusion which is consistent with the findings of previous studies on school and education policy.

Syftet med studien var att genom gymnasielärares utsagor söka spår av grundtankar i Vygotskijs teoribildning i deras syn på lärande. Detta för att ta reda på vilka kriterier lärare utgår ifrån när de gör sina didaktiska val i undervisningen och på vilket sätt Vygotskijs grundtankar återspeglas i lärares syn på lärande. Vår studie grundar sig på kvalitativa intervjuer. I undersökningen deltog fyra lärare på två gymnasieskolor. Efter att materialet var transkriberat, gjordes en analys utifrån de fyra aspekterna som kännetecknar ett socio-kulturellt perspektiv enligt Vygotskij: de sociala, de medierande, de situerade och de kreativa med betoning på lärarroll och lärande. Vi använde oss av en hermeneutisk ansats för att analysera resultatet där vi använde relevant forskning för att förstärka vår tolkning av respondenternas utsagor. I studien framkom att lärare gav uttryck för att samspel och dialog är viktiga inslag i undervisningen. Vi har även funnit spår av de medierande aspekterna där lärare som mediator har en aktiv roll, men att de samtidigt förespråkar en traditionell katederundervisning. Vår slutsats är att lärare inte stödjer sig på någon specifik vetenskaplig teori i sin syn på lärande. Vi har emellertid tolkat det som att lärare vid sina didaktiska val i undervisningen väljer att reflektera över hur elever tillägnar sig kunskap framför vad elever ska lära och utveckla. Den syn på lärande som vi kan skönja utifrån lärares utsagor är en blandning av olika teorier som färgats av Vygotskijs teoribildning. / Aim with the study was that through high teachers’ statements apply for tracks of basic thoughts of Vygotsky’s theory education in their sights on learning. This is to ascertain what criteria teachers assume when they do their didactic choices in the education and how Vygotsky’s basic thoughts are reflected in teachers’ sights on learning. Our study bases itself on qualitative interviews where four teachers from two high schools were participated. After the transcription, the analysis was done on the basis of the four aspects that characterize the socio-cultural perspective according to Vygotsky’s theory of education: the social, the mediated, the situated and the creative aspects. We chose to use the hermeneutic method for analyze of our result where we used relevant research in order to strengthen our interpretation of teachers’ statements. In the study the teachers expressed that interaction and dialogue are important elements in the education. We also have found tracks from the mediated aspects there teachers as a mediator has an active role, but that they at the same time recommend a traditional education. Our conclusion is that teachers are not based their learning on some specific scientific theory. We however have interpreted that the teachers when they choose a method, prefer to reflect over how students are getting knowledge instead of what students shall learn and develop. That sight on learning as we possibly can discern on the basis of teachers’ statements is a mixture of different theories that has been influenced by Vygotsky’s theory of education.

<p>Syftet med studien var att genom gymnasielärares utsagor söka spår av grundtankar i Vygotskijs teoribildning i deras syn på lärande. Detta för att ta reda på vilka kriterier lärare utgår ifrån när de gör sina didaktiska val i undervisningen och på vilket sätt Vygotskijs grundtankar återspeglas i lärares syn på lärande.</p><p>Vår studie grundar sig på kvalitativa intervjuer. I undersökningen deltog fyra lärare på två gymnasieskolor. Efter att materialet var transkriberat, gjordes en analys utifrån de fyra aspekterna som kännetecknar ett socio-kulturellt perspektiv enligt Vygotskij: de sociala, de medierande, de situerade och de kreativa med betoning på lärarroll och lärande. Vi använde oss av en hermeneutisk ansats för att analysera resultatet där vi använde relevant forskning för att förstärka vår tolkning av respondenternas utsagor.</p><p>I studien framkom att lärare gav uttryck för att samspel och dialog är viktiga inslag i undervisningen. Vi har även funnit spår av de medierande aspekterna där lärare som mediator har en aktiv roll, men att de samtidigt förespråkar en traditionell katederundervisning.</p><p>Vår slutsats är att lärare inte stödjer sig på någon specifik vetenskaplig teori i sin syn på lärande. Vi har emellertid tolkat det som att lärare vid sina didaktiska val i undervisningen väljer att reflektera över hur elever tillägnar sig kunskap framför vad elever ska lära och utveckla. Den syn på lärande som vi kan skönja utifrån lärares utsagor är en blandning av olika teorier som färgats av Vygotskijs teoribildning.</p> / <p>Aim with the study was that through high teachers’ statements apply for tracks of basic thoughts of Vygotsky’s theory education in their sights on learning. This is to ascertain what criteria teachers assume when they do their didactic choices in the education and how Vygotsky’s basic thoughts are reflected in teachers’ sights on learning.</p><p>Our study bases itself on qualitative interviews where four teachers from two high schools were participated. After the transcription, the analysis was done on the basis of the four aspects that characterize the socio-cultural perspective according to Vygotsky’s theory of education: the social, the mediated, the situated and the creative aspects. We chose to use the hermeneutic method for analyze of our result where we used relevant research in order to strengthen our interpretation of teachers’ statements.</p><p>In the study the teachers expressed that interaction and dialogue are important elements in the education. We also have found tracks from the mediated aspects there teachers as a mediator has an active role, but that they at the same time recommend a traditional education.</p><p>Our conclusion is that teachers are not based their learning on some specific scientific theory. We however have interpreted that the teachers when they choose a method, prefer to reflect over how students are getting knowledge instead of what students shall learn and develop. That sight on learning as we possibly can discern on the basis of teachers’ statements is a mixture of different theories that has been influenced by Vygotsky’s theory of education.</p>

The starting point for this essay is two self-perceived dilemma situations in preschools where children have end up in conflicts. These two dilemmas have given us the understanding that children can be treated in completely different ways by preschool teachers when they on one hand are excluded and ignored and on the other hand are confirmed and heard. The aim of this essay is to open a dialogue among educators about a sustainable work approach. It is a treatment we believe works long-term and provides room for strong feelings like love and aggression. Sustainable development is widely discussed in preschools in ecological and economic terms, but there is no awareness about how it addresses the social aspects of children’s development. We want to focus on the social aspects in our essay. In this essay, we will investigate the following questions: What skills do educators need in today's preschool? What meaning do feelings such as love and aggression play in preschool? How can a socially-focused sustainable approach be created and developed in the preschool? We start from a sociocultural perspective looking at people as individuals influenced by society and culture. In order to approach our sub-questions, we take a knowledge perspective where we use Sheridan, Sandberg &amp; Williams's research on the preschool teacher`s competence, an emotional perspective where we use Winnicott, van Manen and Montessori to seek out the emotional life and an educational perspective in which the authors and lecturers Svedberg and Persson lead us towards a sustainable work approach. Our essay shows that the whole child as well as her/his feelings and interests seem to have been removed from focus in the preschool. Instead, the new revised curriculum requires a subject-oriented approach that makes it difficult for preschool teachers to include continuous reflection work focusing on social sustainability. We, as prospective preschool teachers, have a great responsibility to take a ‘whole child’ view by allowing continuous reflection focusing on sustainable work and processes. Only then can every child be his or her best self. / Utgångspunkten för den här essän är två självupplevda dilemmasituationer inom förskolan där barn hamnar i konflikt. Dessa två dilemman gör oss medvetna om att barn kan bemötas på helt olika sätt av pedagoger när de å ena sidan exkluderas och ignoreras och å andra sidan blir bekräftade och hörda. Med den här essän vill vi skapa en dialog kring begreppet ett hållbart arbets- och förhållningssätt. Det är ett bemötande som vi tror fungerar långsiktigt och ger utrymme för starka känslor som kärlek och aggression. Hållbar utveckling diskuteras flitigt inom förskolan men vi anser att det saknas en medvetenhet om att denna utveckling inte bara behandlar ekologiska och ekonomiska aspekter utan också sociala aspekter. Det är de sociala aspekterna vi vill lyfta med vår essä. I essän undersöker vi följande frågor: Vilka kompetenser behöver pedagoger i dagens förskola? Vilken betydelse har aggression och kärlek i förskolan? Och hur kan ett hållbart förhållningssätt med avseende på den sociala nivån av hållbar utveckling skapas och se ut i förskolan? Vi utgår ifrån ett sociokulturellt perspektiv där man ser på människan som individ som påverkas av samhället och kultur. För att närma oss våra delfrågor intar vi ett kunskapsperspektiv där vi använder oss av Sheridan, Sandberg &amp; Williams forskning kring förskollärarens kompetens, ett känslomässigt perspektiv där vi med hjälp av Winnicott, van Manen och Montessori försöker få syn på känslolivet samt ett pedagogiskt perspektiv där författarna och föreläsarna Svedberg och Persson leder oss mot ett hållbart arbets- och förhållningssätt. Vår undersökning visar att hela barnet samt dess känslor och intressen verkar ha hamnat ur fokus i förskolan. Istället kräver en ny reviderad läroplan ett ämnesorienterat arbetssätt som gör det svårt för förskollärarna att inkludera ett kontinuerligt reflektionsarbete kring ett hållbart förhållningssätt. Vi som blivande förskollärare har ett stort ansvar att rikta blicken tillbaka mot hela barnet genom att möjliggöra kontinuerliga reflektioner kring ett hållbart arbets- och förhållningssätt. Först då kan varje barn bli sitt bästa jag.

Studiens syfte är att beskriva och statistiskt analysera relationen mellan styrelsens diversitet och hållbarhetsredovisningen med innovativa företag som medierande variabel. Då en hållbarhetsredovisning utgörs av flera kategorier fokuserar studien på de sociala aspekterna: produktansvar, arbetsförhållanden och arbetsvillkor, organisationens roll i samhället och mänskliga rättigheter. För att uppnå studiens syfte har en kvantitativ studie med deduktiv ansats utförts. Data har samlats in från GRIs (Global reporting initiative) databas där totalt202 multinationella företag som redovisat enligt GRIs senaste rekommendationer har hämtats och utgjort studiens urval. Data har analyserats med hjälp av en strukturell ekvationsmodell och en stiganalys. Resultatet indikerar att det finns positiva samband mellan diversitet i styrelsen, vad gäller utbildning och kön, och innovativa företag. Vidare pekar studien på samband mellan innovativa företag och redovisning av samtliga sociala aspekter utom produktansvar. De starkaste sambanden finns mellan redovisning av de olika sociala aspekterna i hållbarhetsredovisningen. Den medierande effekten av innovativa företag är lägre i studien än förväntat. / The purpose of this study is to describe and statistically analyse the relationship between the board diversity and CSD (corporate social disclosure) with innovative firms as mediating variable. As a CSD contains several categories this study focuses on the social aspects: product responsibility, labour practices and decent work, society and human rights. In order to achieve the study's purpose, a quantitative study with deductive approach has been carried out. Data have been collected from the GRI (Global reporting initiative) database in which atotal of 202 multinational firms, which have outlined their CSD according to the most recent recommendations made by GRI, have been derived and thereby formed the study's sample. Data have been analysed by means of a structural equation model and a path analysis. The result indicates that there is a positive relation between board diversity, in terms of education and gender, and innovative firms. Furthermore, the study indicates a relation between innovative firms and CSD regarding all social aspects except product responsibility. Thestrongest relation exists between the various social aspects in the CSD. The mediating effect of innovative firms is lower than expected in the study.

Purpose: This study aims to assess the three cultural historical buildings located in the municipality of Strängnäs, that doesn’t meet the accessibility requirements currently.  Therefore, the aim is to suggest solutions for each three buildings that could be useful to different authorities in the future. The focus is on wheelchair users using the buildings with the help of technical installations such as ramp, elevators, and accessible doors. The study will be based on the social-, historical-, and aesthetic aspect as well as the safety risk. Method: The method for this study is based on a literature study, and a case study, alongside with reference objects which will be the inspiration for our results. The literature study is based on fact-gathering from books and the internet which provides the study with information on cultural historical buildings, laws and regulations concerning the private buildings, cultural values, and with various safety risks. While the reference objects inspired our proposals for the measures, the case study was used to gather information in form of an interview, site visits, and communal document analysis. Results: The result of thisstudy provides measures for each of the three studied objects. Changes made to the first building, Hospitalsgatan 15, focuses on the side entrance with a ground slope pointing down towards it. Thereby the following indoor changes presents threshold ramp, and a stairlift. For the secondary building, Långgatan 9 E-F, there was suggestions made such as using an outer ramp with an idle plan. There should also be an indoor loose ramp, and a stairlift. The third building, Kyrkogatan 13, had suggestions by installing an outdoor platform lift with an adjusted idle plan in front of the outer stairs and threshold ramp. In comparison to the first mentioned building, the focus for the last two buildings were on the main entrance. All these measures were considered to reach an accessibility in cultural historical building while also keeping in mind the cultural value of the building and its safety risks. Conclusions: The study concludes that the social-, historical-, and aesthetic aspect as well as the safety risk works a crucial role in shaping the proposed solutions for the three buildings and contributes to the accessibility improvements. By adopting appropriate technical installations and considering the cultural significance of these structures, accessibility in cultural historical buildings can be achieved effectively.