Purpose – The purpose of the research is to explore how to reduce waste in value flows and to minimize the bullwhip effect within operations. To fulfill and answer the purpose of the research three questions of issue has been established: 1. What issues in value flows can be identified, regarding inbound and outbound flows? 2. How can issues in value flows be minimized, with regards to inbound and outbound flows? 3. How can a model be created to understand the relationship between value flow improvements and the bullwhip effect? Method – To retrieve understanding of the topic that thesis involves, support of literature studies, observations and data collection was used. The literature study created a foundation of theoretical framework. The data collected from the case company formed a base that partly facilitates the purpose of this thesis. The theoretical framework and data collection were thoroughly analyzed and discussed in order to propose solutions for improvements. Findings – The research establishes different issues that can be identified in outbound and inbound flows such as; waste in transportation, waste in inventory, waste in movement and waste in overproduction. Further, in order to minimize the identified issues in inbound and outbound flows it is imperative to find out the root cause for the issues. When the root cause was established, statistical approach was utilized to further explain the issue. The findings from the statistical approach elucidated a large variance between supply and demand, resulting in a bullwhip effect. In order to minimize the bullwhip effect, improvements should focus on insufficiencies such as; lack of communication, order batching and disorganization. In addition, standardization through 5s approach mitigates the waste in transportation and movement. To understand the relationship between value flow improvements and the bullwhip effect, a causal loop diagram was created to understand the phenomenon from a system perspective. Implications – The research contributes with solutions on how to identify the bullwhip effect as well as highlighting the issues in value flows. Furthermore, this research solidifies the importance of using lean process to improve overall productivity in value flows. Limitations – The research was limited to one case company and one area in the case company. The answers that are presented in this research could increase the reliability and credibility if the authors had been able to investigate several areas at the case company or several companies. Furthermore, the date that has been retrieved is based solely on one supplier at the case company. Keywords – ‘Lean Process’, ‘Bullwhip Effect’, ‘Supply Chain Management’, ‘Continuous Improvement’, ‘System Perspective’ and ‘Statistical Analysis’.

One major societal issue in our time is regarding the creation of a sustainable society. Both international intergovernmental organizations such as the UN and EU, as well as nations, have goals that include climate neutrality and descriptions of measures for implementing societal transformations. This study aims to describe and analyse how textbooks in social studies portray the phenomenon of societal transformation, both based on the premise that a transformation is currently underway, and how past transformations are used for future guidance. The study applies an idea-analytical method by using systems theory, historical institutionalism, and historical consciousness. This, to conceptualize the textbooks' respective representations of societal transformations, from both contemporary and historical perspectives. The results show both similarities and differences regarding the textbooks' relationship to the phenomenon of societal transformation. Significant differences are found regarding the factors of speed and scale; only two of the five textbooks studied can be interpreted as closely aligned with the goals set by the UN, EU, and Sweden as a nation. The textbooks' use of historical perspectives demonstrates clear differences, as well as the types of measures presented and their impact on the societal system. Thus, there are inconsistencies regarding the depiction of society and its future, as well as the depiction arising from the empirical material

Sexual abuse of children is a reality that occurs in communities on a daily basis. In a specific informal settlement in Buffalo City, where the researcher has previously worked as social worker, statistics showed that children in their early childhood are the most vulnerable to sexual abuse. The parents' socio-economic circumstances lead to inadequate protection and security for their minor children, making them vulnerable to sexual abuse. Research shows that each community has specific risk and protection factors in respect of sexual abuse. The aim of this study was to explore and describe through a descriptive, qualitative design the risk factors that contribute to sexual abuse of children in a particular informal settlement in Buffalo City. The research question for the study reads as follows: What are the risk factors that contribute to sexual abuse of children in a particular informal settlement in Buffalo City? Sixteen participants were interviewed by means of semi-structured one-on-one interviews. Purposeful, non-probability sampling was used to select parents or caregivers of children who were sexually abused as well as community leaders in the community to participate in the interviewing. Detailed reflections were ob tained from participants of their perceptions of contributing risk factors that left the children vulnerable. These interviews were conducted with the use of an interview schedule that was compiled in accordance with a literature study and thereafter tested. The methods that were use to capture data were interviewing, observations, reflections and fieldnotes. The interviews were transcribed for the purposes of data analysis and were analysed according to the steps of Creswell (2009). The ecological system perspective has served as the theoretical framework for this study, and five themes were identified in this context. These themes were divided into sub-themes and categories, and were discussed with relevant narratives. The narratives were obtained from the transcripts. Finally, the findings were checked and verified against existing literature. The results can be summarised as follows: i. According to the findings, risk factors that contribute to the preschool child as an individual being vulnerable to sexual abuse is leaving the child alone at home without adequate supervision or the inability of parents or caregivers to provide adequately for the child’s basic needs. ii. Inadequate parenting was identified as a contributing risk factor on micro level. iii. Apathy among neighbours due to the absence of ubuntu was a contributing risk factor on meso level. iv. Inadequate programmes by social service organisations to preschool children were contributing risk factors on the eco systemic level. v. Finally, poverty and inadequate infrastructure were contributing risk factors within the community as macro system. / Thesis (MSW)--North-West University, Potchefstroom Campus, 2013.

Sexual abuse of children is a reality that occurs in communities on a daily basis. In a specific informal settlement in Buffalo City, where the researcher has previously worked as social worker, statistics showed that children in their early childhood are the most vulnerable to sexual abuse. The parents' socio-economic circumstances lead to inadequate protection and security for their minor children, making them vulnerable to sexual abuse. Research shows that each community has specific risk and protection factors in respect of sexual abuse. The aim of this study was to explore and describe through a descriptive, qualitative design the risk factors that contribute to sexual abuse of children in a particular informal settlement in Buffalo City. The research question for the study reads as follows: What are the risk factors that contribute to sexual abuse of children in a particular informal settlement in Buffalo City? Sixteen participants were interviewed by means of semi-structured one-on-one interviews. Purposeful, non-probability sampling was used to select parents or caregivers of children who were sexually abused as well as community leaders in the community to participate in the interviewing. Detailed reflections were ob tained from participants of their perceptions of contributing risk factors that left the children vulnerable. These interviews were conducted with the use of an interview schedule that was compiled in accordance with a literature study and thereafter tested. The methods that were use to capture data were interviewing, observations, reflections and fieldnotes. The interviews were transcribed for the purposes of data analysis and were analysed according to the steps of Creswell (2009). The ecological system perspective has served as the theoretical framework for this study, and five themes were identified in this context. These themes were divided into sub-themes and categories, and were discussed with relevant narratives. The narratives were obtained from the transcripts. Finally, the findings were checked and verified against existing literature. The results can be summarised as follows: i. According to the findings, risk factors that contribute to the preschool child as an individual being vulnerable to sexual abuse is leaving the child alone at home without adequate supervision or the inability of parents or caregivers to provide adequately for the child’s basic needs. ii. Inadequate parenting was identified as a contributing risk factor on micro level. iii. Apathy among neighbours due to the absence of ubuntu was a contributing risk factor on meso level. iv. Inadequate programmes by social service organisations to preschool children were contributing risk factors on the eco systemic level. v. Finally, poverty and inadequate infrastructure were contributing risk factors within the community as macro system. / Thesis (MSW)--North-West University, Potchefstroom Campus, 2013.

Utifrån en föränderlig omvärld har allt fler organisationer insett att de inte kan agera oberoende av omgivningen. Förändringarna beskrivs ofta i termer av mer intensiv konkurrensen, kortare livscykler för produkter och tjänster samt ständig teknikutveckling. Internet och den digitala transformationen har dessutom skapat en övergång till den digitala ekonomin vilket omvandlat grundläggande antaganden för flertalet affärsmodeller. Den intensifierade konkurrensen, teknologiska utvecklingen och ökade rörligheten av kunskap har resulterat i att allt fler organisationer måste analysera sitt sätt att organisera och styra innovationsarbetet för att öka innovationsförmågan. Mot bakgrund av de förändrade spelreglerna bör det ifrågasättas om interna innovationsprocesser är den mest framgångsrika strategin för att generera förutsättningar för en ökad innovationsförmåga. I linje med detta visar en tydlig trend under de senare åren att allt fler organisationer utforskar och efterfrågar kunskap från ett omfångsrikare spektrum av källor än tidigare. Detta åskådliggörs genom hur allt fler organisationer utnyttjar kunskapsflöden från nätverk utanför den egna organisationens gränser. Innovationsprocesser som fångar kunskapsflöden utifrån ett nätverkssynsätt ger upphov till nya potentiella fördelar för innovationsförmågan. En av de möjliga fördelarna beskrivs som kombinationen av interna och externa kunskaper. Förskjutningen från interna till mer öppna innovationsprocesser, innebär dock att innovationsstyrningen måste förändras. Med öppna innovationsprocesser har det uppdagats nya utmaningar, något som till stor del grundas i den bärande idén om involvering av flertalet individer. En central utmaning handlar om att styra öppna innovationsprocesser utan formell auktoritet över samtliga individer. Syftet med denna studie har därmed varit att identifiera och analysera vad som kännetecknar öppna innovationsprocesser och styrningsaspekterna för att öka innovationsförmågan. Utifrån en litteraturstudie upprättades ett styrningskoncept för att analysera, förklara och utveckla begrepp inom öppna innovationsprocesser. Styrningskonceptet kan beskrivas som ett paraply under vilket författaren samlar praktiska aspekter som kan utnyttjas på olika sätt för att styra en öppen innovationsprocess med målsättningen att öka innovationsförmågan. Den empiriska delen omfattar en fallstudie innehållande nio stycken intervjuer av innovationsstyrningen inom Lindholmen Science Park. Det är en internationell samverkansmiljö för forskning och innovation. Resultatet påvisar vikten av en flexibel styrning där fokus riktas mot ständig följsamhet gentemot den externa kontexten. Dessutom poängteras ledningen av till synes oförenliga paradoxer, där vikten av att vara ”både och” för att hantera olika motsatsförhållanden konstateras som viktigt. Dessutom fastslås betydelsen av ledare som frigör den inneboende innovationskraften genom nyfikenheten att lära och ett varaktigt fokus på att etablera relationer för att bygga tillit. / Based on a changing environment, more organizations have realized that they cant act independently of the environment. The changes are often described in terms of more intense competition, shorter life cycles for products and services and constant technology development. Internet and digital transformation has also created a transition to the digital economy which transforms assumptions for most business models. Intensified competition, technological development and increased mobility of knowledge, has resulted in that more organizations need to analyze the way they organize and manage innovation efforts to increase the capacity for innovation. In view of the changing rules of the game, it should be questioned whether internal innovation processes are the most successful strategy to generate conditions for increased innovation capabilities. In line with this, a clear trend in recent years points out that more organizations explore and demand knowledge from a wider range of sources than before. This is illustrated by how more organizations utilize knowledge flows from networks beyond the boundaries of their own organization. Innovation processes that capture knowledge flows based on a networking perspective gives new potential benefits for the innovation capabilities. One of the possible benefits is described as the combination of internal and external knowledge. However, the shift from internal to more open innovation processes, means that the innovation management must change. With open innovation processes, new challenges has been discovered, largely based on the supportive idea of involving more individuals. A central challenge is to control open innovation processes without formal authority over all individuals. Thus, the purpose of this study has been to identify and analyze what characterizes open innovation processes and governance aspects in order to increase the innovation capabilities. Based on a literature study, a management concept was established to analyze, explain and develop concepts in open innovation processes. The management concept can be described as an umbrella under which the author brings together practical aspects that can be utilized in different ways to manage an open innovation process with the aim of increasing innovation capabilities. The empirical part comprises a case study containing nine interviews of the innovation management within Lindholmen Science Park. It is an international environment for research and innovation. The result demonstrates the importance of flexible governance, focusing on constant compliance with the external context. In addition, the management of seemingly incompatible paradoxes is poached, where the importance of dealing with different opposites is found important. In addition, the result underline the importance of leaders who releases the inherent power of innovation by curiosity for learning and a sustained focus on establishing relationships to build trust.

Estudamos o conceito de energia na teoria física a nível histórico e a nível de ensino-aprendizagem, isto é, do ponto de vista de sua criação, representação conceitual, matemática e experimental, na constituição de seu significado na teoria científica e na linguagem comum. Como um exercício preliminar, analisamos alguns dados sobre o ensino de conceitos de física na exposição científica do IFUSP \"Ondas, Campos e Partículas\", de 1989 a 1990, e, em 1991, com o nome de \"Do Caleidoscópio ao Carrossel\", no prédio da Engenharia Mecânica (Escola Politécnica). A exposição apresenta fenômenos das teorias da física nos campos da mecânica, eletricidade e magnetismo, termodinâmica e ótica, fenômenos que implicam ações em escalas macroscópicas e a nível atômico. Descrevemos uma entrevista de 13 minutos com quatro alunos de 1o grau que visitaram a exposição com monitoramento. Durante a situação da entrevista, que chamamos de pedagógica, esses alunos constróem o conceito de energia. Essa entrevista é analisada em termos dos contextos fenomenológico e epistemológico, contidos na exposição, ainda que os monitores que acompanharam a visita não falassem em energia. Descrevemos também uma entrevista com um monitor sobre ensino e aprendizagem. Enfocamos o conceito de \"conhecimento prévio do aluno como requisito para ensino\", e analisamos usando o conceito de zona de desenvolvimento proximal (ZDP) de Vygotsky. Usamos a moldura de Vygotsky (VY 1896/1934) na análise da entrevista com os alunos, que é um exemplo de como considerar a ZDP. Ela não visa avaliação, e nem apenas coleta de dados. Propomos o desenvolvimento de entrevistas pedagógicas para já se constituir uma situação de ensino-aprendizagem, como uma interação desejável, dialógica, onde a ZDP, isto é, a capacidade do aluno \"vir a saber\", seja desenvolvida. A análise da emergência do conceito de energia no caso estudado da entrevista com alunos é feita com a perspectiva de sistemas dinâmicos, dada a natureza complexa dos fenômenos estudados. A História e Filosofia das Teorias Científicas são usadas como ferramenta heurística para identificar correlação na constituição do espaço de significação. Concluíremos que, se os monitores não enfocavam diretamente o conceito de energia e os alunos aprendiam mesmo assim, é porque a exposição é um bom contexto onde a entrevista pedagógica pode ser utilizada como instrumento de ensino, Por fim, falamos da necessidade de um treinamento para monitores, onde sua formação inclua estudos históricos e epistemológicos e uma preparação para suprir a deficiência que detetamos na exposição, isto é, a de não abordar os conceitos na sua forma matematizada. A pesquisa das condições para aprendizagem na Exposição Científica e em Entrevista se desenvolve com instrumentos próprios: um sistema de análise em vídeo foi construído para pesquisar a linguagem usada na interação entre professor e aluno. Objetivamos estabelecer condições propícias para interações dialógicas. Como resultado secundário, foi adquirida certa familiaridade em trabalhar com o vídeo como instrumento para, ao mesmo tempo, mostrar e desenvolver aquisição do conhecimento científico de conceitos de física. / We have studied the concept of energy in Physics in the historical and the Teaching-Learning contexts, i.e., from the point of view of its creation, its mathematical and experimental conceptual representation, of its scientific and ordinary meaning constitution. As a preliminary exercise, we analysed some data about the Physics concepts teaching at the \"Waves, Fields and Particles\" Science Exhibition Center located at that time, in the Engineering Building of the University of São Paulo. The content of the Exhibition was regular demonstrations of phenomena delineated by classical theories of Mechanics, Eletromagnetism, Thermodynamics and some topics in Modern Physics. An interpretation of the exhibition could be in terms of the concept of energy and its transformations, as was shown by an interview with four visiting students described here. During this interview set, which we named pedagogical, these students constructed the concept of energy. This interview is analysed in terms of phenomenological and epistemological implications in the exhibition. A monitor thinking about teaching and learning has also been situated out of an interview. This monitor considers the pupil\'s previous subject matter knowledge as a requirement for teaching. By means of the ZDP (zone of proximal development), we are warned by Vygotsky against the extreme pre-requisites, which can limit the learning. We also make use of Vygotsky\'s concept in the analysis of the interview with students. The interview described in the first part of this work is a ZDP application example. It neither aims evaluation nor just data gathering. It will be developed to be a teaching-learning instrument. We believe this is possible, for it will be an interaction where the ZDP or the pupil\'s ability to \"come to know\" is to be considered. The case study of the emergence of the concept of energy from the interview with pupils is analysed within the framework of dynamic systems given the complex nature of the considered phenomena. The interview was set out in the field of the interactions where information are exchanged between the interviewer and the group and between the peer to peer interaction. The meaning of the concept of energy in Physics was related to the context of the exhibition where the concept was implicitly present. We came to the conclusion that this science exhibition, where the pedagogical interview can be utilized as a tool for teaching, has a good context for learning, once the students showed to have learned even though the docents hadn\'t focused the concept of energy directly. Then we commented about the need of a monitor\'s training, where historical and epistemological studies should be included. This training should also account for the exhibition\'s detected deficiency in approaching the scientific concepts in their mathematical formulation. The research for the emergence of learning in the scientific exhibition center and in interviews is developed by proper tools: a video analysis system is devised to search for the most efficient language in the interaction between teacher and pupil, or in any other teaching-learning situations. Our aim is to establish propitious settings for dialogical interactions in the attempt of dealing with the Vygotsky\'s cognitive \"proximal zone of development\", which is important when we consider the \"process\" of learning a complex concept. As a parallel outcome, we got some familiarity with video recording and analysis as an instrument for both developing and showing the student\'s acquisition of scientific knowledge of physical concepts.

Föreliggande avhandlings centrala syfte är att undersöka säkerhetskultur ombord i fartyg vilka trafikerar Östersjön. Genomgående för fartyg i Östersjöfart är täta hamnanlöp, kustnära resor, trafik i tätt trafikerade områden samt små besättningar. Tidigare forskning antyder att det kan finnas ett systemfel i sjöfarten. Charles Perrow beskriver, till exempel, sjöfarten som ett felskapande system och menar att orsaken till detta är hur sjöfarten bedrivs. James Reason menar att värdering, attityd, kompetens och beteendemönster är fyra viktiga parametrar som definierar en säkerhetskultur. Sjöfartens säkerhetsstyrningssystem, International Safety Management Code (ISM) syftar till att en proaktiv och utvecklande säkerhetskultur skapas och upprätthålls inom sjöfarten. Resultaten av den här studien visar att sjöfarten saknar en framförhållning, ”failure of foresight”, där det proaktiva arbetssättet syftar till att incidenter och olyckor kan förutses. Studien har ett etnografiskt perspektiv vilket syftar till att skapa en så fullödig beskrivning över den kultur som studeras. Totalt ingår elva olika fartyg i studien, där besöken ombord varierat från någon timme till ett par dagar. Insamlad data har via en egenutvecklad analysmodell bearbetats för att försöka förklara säkerhetskulturen. I fokus i analysmodellen står hur information, feedback, ansvar, samarbete, uppföljning samt utveckling hanteras. Studien visar att det finns behov av att diskutera och förändra säkerhetskulturen i sjöfarten, både i stort som enskilt i fartygen. Det finns ett behov av vidare studier av hur säkerhetskulturen kan förbättras, samt ett behov av riktade utbildningsinsatser inom systemtänkande, organisationsteori och säkerhetskultur. / The main purpose of this thesis is to explore the safety culture onboard vessels trading in the Baltic Sea. The common denominator for vessels trading in the Baltic Sea is frequent port visits, coastal voyages, voyages in dense trafficked areas and small crews. Earlier research shows that there may be a system fault in the shipping industry. Charles Perrow describes the maritime industry as an error inducing system. He means that the cause for that is the way shipping is carried out. In a safety culture values, attitudes, competence and behavioral patterns are four important factors that define the safety culture. The maritime safety management system, International Safety Management Code (ISM) aims towards a proactive and evolutionally safety culture in the shipping industry. The results show that shipping today lacks a foresight, “failure of foresight”, where the proactive way of work leads to incidents and accidents being anticipated. This study has an ethnographic perspective, which aims to create a thick and substantial description of the culture that is being studied. Totally a number of eleven vessels participated in the study. The visits onboard reach from a couple of hours up to a few days. Collected data has been analysed through a self-developed model in an ambition to try to explain the safety culture. The model focuses on how information, feedback, responsibility, co-operation, follow-up and development are being handled. The study reveals that there is a need to discuss and change the safety culture in the shipping industry, in large as on the single vessel. As well as a need for further studies of how the safety culture can be improved and a need for education aimed towards system thinking, organizational theory and safety culture.

Estudamos o conceito de energia na teoria física a nível histórico e a nível de ensino-aprendizagem, isto é, do ponto de vista de sua criação, representação conceitual, matemática e experimental, na constituição de seu significado na teoria científica e na linguagem comum. Como um exercício preliminar, analisamos alguns dados sobre o ensino de conceitos de física na exposição científica do IFUSP \"Ondas, Campos e Partículas\", de 1989 a 1990, e, em 1991, com o nome de \"Do Caleidoscópio ao Carrossel\", no prédio da Engenharia Mecânica (Escola Politécnica). A exposição apresenta fenômenos das teorias da física nos campos da mecânica, eletricidade e magnetismo, termodinâmica e ótica, fenômenos que implicam ações em escalas macroscópicas e a nível atômico. Descrevemos uma entrevista de 13 minutos com quatro alunos de 1o grau que visitaram a exposição com monitoramento. Durante a situação da entrevista, que chamamos de pedagógica, esses alunos constróem o conceito de energia. Essa entrevista é analisada em termos dos contextos fenomenológico e epistemológico, contidos na exposição, ainda que os monitores que acompanharam a visita não falassem em energia. Descrevemos também uma entrevista com um monitor sobre ensino e aprendizagem. Enfocamos o conceito de \"conhecimento prévio do aluno como requisito para ensino\", e analisamos usando o conceito de zona de desenvolvimento proximal (ZDP) de Vygotsky. Usamos a moldura de Vygotsky (VY 1896/1934) na análise da entrevista com os alunos, que é um exemplo de como considerar a ZDP. Ela não visa avaliação, e nem apenas coleta de dados. Propomos o desenvolvimento de entrevistas pedagógicas para já se constituir uma situação de ensino-aprendizagem, como uma interação desejável, dialógica, onde a ZDP, isto é, a capacidade do aluno \"vir a saber\", seja desenvolvida. A análise da emergência do conceito de energia no caso estudado da entrevista com alunos é feita com a perspectiva de sistemas dinâmicos, dada a natureza complexa dos fenômenos estudados. A História e Filosofia das Teorias Científicas são usadas como ferramenta heurística para identificar correlação na constituição do espaço de significação. Concluíremos que, se os monitores não enfocavam diretamente o conceito de energia e os alunos aprendiam mesmo assim, é porque a exposição é um bom contexto onde a entrevista pedagógica pode ser utilizada como instrumento de ensino, Por fim, falamos da necessidade de um treinamento para monitores, onde sua formação inclua estudos históricos e epistemológicos e uma preparação para suprir a deficiência que detetamos na exposição, isto é, a de não abordar os conceitos na sua forma matematizada. A pesquisa das condições para aprendizagem na Exposição Científica e em Entrevista se desenvolve com instrumentos próprios: um sistema de análise em vídeo foi construído para pesquisar a linguagem usada na interação entre professor e aluno. Objetivamos estabelecer condições propícias para interações dialógicas. Como resultado secundário, foi adquirida certa familiaridade em trabalhar com o vídeo como instrumento para, ao mesmo tempo, mostrar e desenvolver aquisição do conhecimento científico de conceitos de física. / We have studied the concept of energy in Physics in the historical and the Teaching-Learning contexts, i.e., from the point of view of its creation, its mathematical and experimental conceptual representation, of its scientific and ordinary meaning constitution. As a preliminary exercise, we analysed some data about the Physics concepts teaching at the \"Waves, Fields and Particles\" Science Exhibition Center located at that time, in the Engineering Building of the University of São Paulo. The content of the Exhibition was regular demonstrations of phenomena delineated by classical theories of Mechanics, Eletromagnetism, Thermodynamics and some topics in Modern Physics. An interpretation of the exhibition could be in terms of the concept of energy and its transformations, as was shown by an interview with four visiting students described here. During this interview set, which we named pedagogical, these students constructed the concept of energy. This interview is analysed in terms of phenomenological and epistemological implications in the exhibition. A monitor thinking about teaching and learning has also been situated out of an interview. This monitor considers the pupil\'s previous subject matter knowledge as a requirement for teaching. By means of the ZDP (zone of proximal development), we are warned by Vygotsky against the extreme pre-requisites, which can limit the learning. We also make use of Vygotsky\'s concept in the analysis of the interview with students. The interview described in the first part of this work is a ZDP application example. It neither aims evaluation nor just data gathering. It will be developed to be a teaching-learning instrument. We believe this is possible, for it will be an interaction where the ZDP or the pupil\'s ability to \"come to know\" is to be considered. The case study of the emergence of the concept of energy from the interview with pupils is analysed within the framework of dynamic systems given the complex nature of the considered phenomena. The interview was set out in the field of the interactions where information are exchanged between the interviewer and the group and between the peer to peer interaction. The meaning of the concept of energy in Physics was related to the context of the exhibition where the concept was implicitly present. We came to the conclusion that this science exhibition, where the pedagogical interview can be utilized as a tool for teaching, has a good context for learning, once the students showed to have learned even though the docents hadn\'t focused the concept of energy directly. Then we commented about the need of a monitor\'s training, where historical and epistemological studies should be included. This training should also account for the exhibition\'s detected deficiency in approaching the scientific concepts in their mathematical formulation. The research for the emergence of learning in the scientific exhibition center and in interviews is developed by proper tools: a video analysis system is devised to search for the most efficient language in the interaction between teacher and pupil, or in any other teaching-learning situations. Our aim is to establish propitious settings for dialogical interactions in the attempt of dealing with the Vygotsky\'s cognitive \"proximal zone of development\", which is important when we consider the \"process\" of learning a complex concept. As a parallel outcome, we got some familiarity with video recording and analysis as an instrument for both developing and showing the student\'s acquisition of scientific knowledge of physical concepts.

Sweden should be internationally leading in taking advantage of the opportunities offered by digitalization. Though several industries report successes, the community-building sector is far behind. The Swedish government has initiated several assignments to enable and push the digitalization of the community-building process forward. The process that has been analogous, time-consuming, fragmented and resulted in a loss of valuable information, shall become digital, uniform, and cohesive, as well as facilitate decision-making, collaboration, information- and knowledge flows. This thesis has been limited to studying the planning and building permit process, a central part of the community-building process, from an innovation ecosystem perspective. The purpose has been to understand how actors collaborate to realize the goal of a digital community-building process. It includes understanding also how actors work and relate to digitalization internally in their organization, how they interact with others, what roles they take, as well as what values, challenges, and success factors they identify. Literature- and document studies have been completed to understand innovation ecosystems, digitalization in the sector and how the innovation ecosystem perspective can be used to understand the digitization of the planning and building permit process. Interviews have been held with eight different actors who in various ways are significant for the digitization of the process. The result clarifies that the actors have reached different digital maturity. While some have taken on a leadership role, are innovative and explore opportunities, others are waiting to see which direction the sector takes and are open to adapting to the results of other actors' exploring and innovations. Moreover, the history of a long collaboration has served as a foundation for the actors' work with digitalization and proved crucial for achieving the goal of a cohesive digital process. The results have also clarified that actors have different knowledge and specializations that consequently established dependence on other actors and affect each actor's capacity for action. Furthermore, several identified challenges of legal, economic, and political character, need to be solved for the process to be digitized. Challenges also relate to some of the digital technology that is implemented neither meets legal requirements nor the requirements of the actors. Simultaneously digitalization requires new working methods and new knowledge among employees. The central identified values are efficiency, and the increased collective understanding and knowledge visual models enable. It can also result in higher quality and consensus on decisions and detailed plans, as well as new opportunities for evaluation, analysis, and optimization, and hopefully enable more sustainable development. / Sverige ska vara bäst i världen på att tillvarata digitaliseringens möjligheter, men trots att flera branscher redovisar framgångar ligger samhällsbyggandssektorn långt efter. För att pådriva och möjliggöra en digitalisering av samhällsbyggnadsprocessen har regeringen initierat en rad uppdrag. Processen som varit analog, tidskrävande, fragmenterad och resulterat i att värdefull information går förlorad, ska bli digital, enhetlig, sammanhållen och underlätta beslutsfattande, samverkan, informations- och kunskapsflöden. Uppsatsen har avgränsats till att studera digitaliseringen av skedena plan- och bygglovsprocessen från ett innovationsekosystemperspektiv. Syftet har varit att förstå hur aktörer samverkar för att realisera målbilden om en digital samhällsbyggnadsprocess. Det har även inneburit att förstå hur aktörerna arbetar och förhåller dig till digitalisering internt, vilka roller de tar, hur de samverkar och vad för värden, utmaningar och framgångsfaktorer de identifierar. Litteratur- och dokumentstudier har genomförts för att skapa en förståelse för innovationsekosystem, digitalisering inom sektorn samt för hur innovationsekosystemperspektivet kan användas för att förstå digitaliseringen av plan- och bygglovsprocessen. Intervjuer har hållits med åtta olika aktörer som på olika sätt är betydande för digitaliseringen av processen. Resultatet har tydliggjort att aktörerna arbetar med digitalisering på olika sätt. Medan vissa tagit på sig en ledartröja, är innovativa och utforskar möjligheter, är andra mer inväntande för att se vilken riktning sektorn tar och är öppna för att anpassa sig till resultaten av andra aktörers utforskande. Den samverkan som länge funnits etablerat har lagt en grund för digitaliseringsarbetet och visat sig vara avgörande för att målbilden om en digital sammanhållen process ska kunna uppnås. Resultatet har även visat att aktörer har olika specialiseringar som skapat ett beroende till andra aktörers kompetenser och utrymme för agerande. Det finns flera identifierade utmaningar som behöver lösas för att processen ska gå att digitalisera. De är av såväl juridisk, ekonomisk och politisk karaktär. Det handlar även om att den digitala teknik som finns inte uppfyller aktörernas krav. Digitaliseringen innebär även nya arbetsmetoder och att anställda behöver nya kunskaper. De främsta identifierade värdena är effektivisering och att man genom visuella modeller får en ökad kollektiv förståelse och kunskap. Det kan även resultera i högre kvalitet och samsyn på beslut och detaljplaner, samt helt nya möjligheter för utvärdering, analys och optimering vilket förhoppningsvis kan möjliggöra en hållbarare utveckling.

Eleverna inom Statens institutionsstyrelse (SiS) befinner sig i en speciell skolkontext. Det vanligast förekommande är att elever placeras på SiS utifrån lagen om vård av unga (LVU) och placeringen sker genom tvång (Karlsson & Linde, 2021). Individens hela liv ska rymmas inom institutionen: fritid, behandling och skola (Enell et al., 2018). Inom verksamheten finns särskilda befogenheter där personalen har lagligt stöd att utföra åtgärder som innebär kontroll, disciplinering och uppfostran (Andersson Vogel, 2020). Skolinspektionen (2021) påtalar att flickor inom SiS har högre frånvaro och mår sämre än pojkar inom verksamheten. Granskningen som Skolinspektionen genomfört synliggör behovet av att möta flickornas behov och där tar vår studie avstamp. Studien utgick från en kvalitativ ansats och syftade till att få syn på flickors delaktighet inom SiS skolverksamheter. Studien utfördes genom kvalitativa intervjuer med lärare för att undersöka hur de arbetar för att främja flickors delaktighet.   Framgångsfaktorer som identifierades kunde handla om gruppstorlek där elevantalet är begränsat vilket påverkar undervisningen såtillvida att lärare ges möjlighet att skapa en tillgänglig lärmiljö anpassad efter varje elev. Samarbete med behandlingsavdelningarna framgick som viktigt för att eleverna skulle uppleva trygghet, främja skolnärvaro och möjliggöra kontinuitet. Lärarnas förhållningssätt och bemötande framhölls som central för att eleverna skulle kunna utveckla en bättre skolidentitet.   Studiens resultat visar att vistelsetiden påverkar lärarnas möjligheter till att skapa förändring för elevens skolidentitet. Om vistelsetiden är kort blir förutsättningar att göra förändringar begränsade. Lärarna på SiS vittnar om vissa svårigheter med att erhålla adekvat dokumentation om eleven haft långvariga skolavbrott och senaste huvudman är svår att återfinna. Gemensamt för elevgruppen är en bakgrund i skolmisslyckanden, och dokumentation som återfinns är ofta kring olika åtgärder. Samverkan mellan SiS skolverksamhet, socialtjänsten och elevernas hemskola sker i olika stor omfattning och ser olika ut. Fungerande samverkan verkar gynnande för eleverna inom SiS skolverksamhet.    Några av slutsatserna som studien pekar på är att lärarna arbetar för att främja flickors delaktighet men att förutsättningarna ser olika ut. Det vi kunnat utläsa är att SiS skolverksamhet har genomfört och genomgår förändringsarbete med utgångspunkt i resultat av granskningar som Skolinspektionen, Statens institutionsstyrelse, Statskontoret och Inspektionen för vård och omsorg har genomfört. Utöver detta förekommer även projekt och utvecklingsarbete som görs inom SiS skolverksamheter. När vi ser till omfånget av forskningslitteraturen har SiS skolverksamhet en undanskymd roll jämfört med forskning som berör den vårdande delen av verksamheten. Vi kan dock se tendenser till att SiS som skolverksamhet tar allt större plats och framhålls mer inom litteratur, media, rapporter och inom den egna verksamheten. / The students at The National Board of Institutional Care, “Statens Institutionsstyrelse” (SiS) in Swedish, are in a peculiar school context. Students are most commonly placed at SiS based on compulsory care of children in accordance with Swedish act LVU (Karlsson & Linde, 2021). The individual's entire life must be accommodated within the institution: free time, care and treatment and schooling (Enell et al., 2018). Within the special residential homes there are treatment facilities where the staff has legal support to carry out actions that involve control, discipline, and upbringing (Andersson Vogel, 2020). Girls at SiS have higher absence and greater discomfort than boys in the institution. The Swedish School Inspectorate's (2021) review highlights the demands to meet the girls' needs, which is where our study takes place. The study was based on a qualitative approach and aimed to gain insight into girls' participation at SiS school. The study was carried out through qualitative interviews with teachers to investigate how they work to promote girls' participation.   Group size, where there was a limited number of students, was a success factor that was identified, which affects teaching to the extent that teachers are given the opportunity to create one available learning environment adapted to each student. Another success factor was the cooperation with the care and treatment departments, as this would facilitate the students' feeling of security, promote school attendance, and enable continuity. Lastly, the teachers' approach and treatment were highlighted as central to students being able to develop a better school identity.   The results of the study show that the length of stay for the student affects the teachers' opportunities to create change for the student's school identity. If the length of stay is short, the opportunities to make changes become limited. The teachers at SiS testify to certain difficulties in obtaining adequate documentation about the student if she had long-term school breaks and the last school where they were placed is difficult to find. Common to the student group is a background in school failures, documentation which is found often relates to various action programmes. Collaboration between SiS school, social services and the student’s regular school takes place on a different scale and looks different. Working cooperatively in between these authorities seems beneficial to the students within SiS school.   Some of the conclusions from the study indicators are that the teachers work to promote girls' participation, but the conditions look different between the institutions. What we were able to conclude is that SiS schools involve development work based on the results of reviews that Health and Social Care Inspectorate, SiS, The School Inspectorate and The Swedish Agency for Public Management. In addition to this, there are also projects and development work within SiS school. For the range of the research literature, SiS school has been investigated less frequently compared to research that concerns the treatment part of the institution. However, we can see tendencies towards SiS as a school being mentioned more often and is emphasised more in literature, media, reports and within SiS own work.