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Cognitive dissonance refers to a state of internal conflict, arising when two or more cognitions are inconsistent with each other. The state brings about an urge to reach consonance - and to do so, different reduction strategies can be utilized. Sugar dating constitutes a transactional form of dating that is growing in our modern, digital time, it resides in a gray area between conventional relationships and prostitution. Against the societal backdrop that enables sugar dating, this study aims at exploring if sugar daters in Sweden express cognitive dissonance and what, if anything, they do to reduce it. Data was collected through semi-structured interviews (n=24) and analyzed through hypothetical-deductive thematic analysis. Results show that a majority of the sample expressed cognitive dissonance regarding their sugar dating. Several reduction strategies emerged, which could be categorized in line with earlier research on cognitive dissonance. This study provides a tool for understanding incomprehensible actions via knowledge on human behavior. For further research we suggest qualitative research exploring the psychological consequences of moving in the intimacy/transaction gray area, possible links between dissonance and clinical dissociation, and more in-depth exploration of the emotional labor discussed by sugar babes.

Indian cinema has produced a series of locally developed film genres, most notably the ‘mythological’ and the ‘curry western’. In this paper, I examined films that fall under the sub-genre of the dacoit film, in an effort to fill in a gap in the Indian film history genre development and provide professionals in the field with the necessary information to not only recognize but also make use of recurrent tropes that appear in these films. To do that I selected 11 (eleven) representative dacoit films that cover several decades of Indian film production.  In addition, I conducted a literature review of film genre in Indian film to understand how film genre develops in the Indian film industry and what are the differences in relation to genre theory as developed for the Hollywood film industry. The theoretical framework I used for this study is based upon the work of two film genre analysts, Grant and Altman in addition to various Indian film scholars. In order to understand how genre development takes place for each genre element I applied the thematic analysis methodology to the 11 (eleven) dacoit feature films. My results showed that there are 5 (five) major themes that characterize dacoit films. In addition, overall dacoit films exhibit strong consistency in all the genre elements of the theoretical framework, and they do follow Indian film conventions as well.

The aim of this study is to deepen the understanding of how a grass root initiative evolves to become a Non-Governmental Organization based on the example of Refugees Welcome to Malmö and to explore how and why people become volunteers, how the volunteers describe their motivation and experiences of becoming and to be a volunteer in this context, and finally how they think and reflect upon their engagement four months later. Based on semi-structured interviews with ten volunteers who helped asylum seeking refugees in the fall of 2015 in Malmö, this study shows that the main reason for how and why they became volunteers was a combination of an inner motivation and will to help and the possibility to easily get engaged in voluntary action with others. The theoretical framework in the study is Christoph Spurk’s identification and characterization of the seven functions of civil society, and the analysis of the empirical material includes a dialog with relevant findings in previous research. By using a narrative design and a thematic analysis the empirical material has been analyzed, organized and presented. The results speak of a perceived humanitarian purpose even though the volunteers’ engagement could be interpreted as political, in the context of a polarized political climate with racism and political violence against refugees. Refugees Welcome to Malmö fulfilled civil society functions such as service delivery, building community, socialization and intermediation and facilitation between citizens and state. The study shows that volunteering and aiding asylum seeking refugees have been a positive personal and emotional experience, and that the civil society action resulted in new social networks between individuals, organizations and official actors. However, alongside cooperation over religious and political boundaries social processes of conflict and prestige existed in the background.

Research in Canada and Turkey suggests that LGBTQ asylum seekers are particularly vulnerable among an already marginalized group, the refugee community, where different forms of structural violence manifest itself in particular ways towards gay refugees.Given that few studies exist in the Swedish context, the aim is to gain a preliminaryunderstanding of LGBTQ refugee’s experiences of structural violence in Sweden, legally,socially and economically.The material is based on interviews of four male gay refugees from different countries all living in Malmö.Using a thematic analysis by categorizing the material into patterns of meaning, two mainthemes have been identified: structural violence in the asylum system and structural violence in social life. The intersectionality theory will be applied in order to understand how oppression expresses itself in particular ways towards these individuals, because of their intersecting identity as gay and as refugee.The results indicate that LGBTQ refugees experience structural violence through economic marginalization and the re-telling of traumatic experiences in the asylum process. However, structural violence expressed via social marginalization they cannot be sufficiently understood through the intersectionality theory, urging future studies to further explore and expand the topic and scope of the thesis.

Med bakgrund i att begreppet matematiksvårigheter tycks tolkas olika och att det inte helt och hållet är klarlagt hur en lämplig undervisning ska bedrivas för elever med matematiksvårigheter så syftar detta självständiga arbete till att studera det närmare. Syftet med uppsatsen är att fånga speciallärarnas tankar och kunskap om fenomenet matematiksvårigheter och undersöka vilka undervisningsstrategier som kan användas för att stödja elever i matematiksvårigheter inom matematikämnet. Baserat på syftet av studien ska följande frågeställningar besvaras hur speciallärare uppfattar fenomenet matematiksvårigheter? Hur beskriver speciallärare relevant matematikundervisning för elever med matematiksvårigheter? För att uppnå syftet och besvara frågeställningarna har intervju samt fenomenografisk- och tematisk analys tillämpats. Intervjuerna genomfördes genom videokommunikation. Intervjuer genomfördes av sex olika speciallärare alla med speciallärarexamen, verksamma i olika kommuner runt om i Sverige. Svaren på frågorna 1–4 analyserades genom fenomenografisk analys och resterande intervjufrågor analyserades genom tematisk analys. Genom fenomenografisk analys framkom speciallärarnas uppfattningar om orsaker till matematiksvårigheter både gällande generella- och specifika matematiksvårigheter. Det som framkom är bland annat att utformningen av matematikundervisningen arbetssätt och lärmiljö kan bidra till att eleverna utvecklar matematiksvårigheter. Slutsats ur studien är att speciallärarnas erfarenheter och uppfattningar om orsaker till matematiksvårigheter tycks vara för stort elevantal, tidsbrist och bristen på studiero. En annan orsak till specifika matematiksvårigheter är att fel diagnostisering. Vidare framträdde speciallärarnas beskrivningar och upplevelser av relevant undervisningsstrategier genom tematisk analys. Sådan matematikundervisning är enligt speciallärarna att eleverna guidas från det konkreta till mer abstrakta delar i undervisningen och stegvis lösa matematiska uppgifter i explicit undervisning. Det är rimligt att anta att både explicit undervisning och undervisning som guidar eleverna från konkret och abstrakt stöttar elevernas kognitiva utveckling vilket är det mest relevanta och framgångsrika undervisningsstrategier för elever i matematiksvårigheter. / Given that the concept of mathematical difficulties seems to be interpreted differently and that it is not entirely clear how a suitable teaching should be conducted for students with mathematical difficulties, this independent work aims to study it in more detail. The purpose of the essay is to capture the special needs teachers' thoughts and knowledge about the phenomenon of mathematics difficulties and to investigate which teaching strategies are used to support students in mathematics difficulties in the subject of mathematics. Based on the purpose of the study, the following questions should be answered how special needs teachers perceive the phenomenon of mathematics difficulties? How do special needs teachers describe relevant mathematics teaching for students? To achieve the purpose and answer questions, phenomenographic interviews, transcription, phenomenographic and thematic analysis have been applied. Phenomenographic interviews conducted in video communication. The interviews were completed by six different special teachers, all of whom received special teacher degrees in different municipalities around Sweden. The results of the data collection were divided into the interview questions. Questions 1–4 were analyzed by phenomenographic analysis and the remaining interview questions were analyzed by thematic analysis.Through phenomenographic analysis, the special teachers' perceptions of causes of mathematical difficulties emerged, both regarding general and specific mathematical difficulties. It emerged, among other things, that the design of mathematics teaching working methods and learning environment can contribute to students developing mathematical difficulties. Another reason for specific mathematical difficulties is that incorrect diagnosis can lead to students having difficulties. Furthermore, descriptions and experiences of the special teachers went through thematic analysis. The relevant mathematics teaching according to the special teachers is that the students are guided from the concrete to the abstract parts of the teaching and explicit teaching. Some conclusions from the study are that it is possible to assume that the special teachers' experiences and perceptions that the reason why mathematical difficulties can arise is due to the design of the teaching regarding student number, lack of time and study leave. Also, that these problematic factors must change in the school world to reduce the number of students who end up in mathematics difficulties. It is also likely to assume that students with specific math difficulties do not need to be diagnosed to counteract misdiagnosis as a causal explanation for students ending up in math difficulties. The students in mathematics difficulties can, regardless of diagnosis, receive the support needed to stimulate and lead students in the subject of mathematics according to the Education Act. It is further reasonable to assume that both explicit teaching and teaching that guides student from concrete and abstract support students' cognitive development, which is the most relevant and successful teaching strategies for students in mathematics difficulties.

The imposition of European borders in North America has given rise to a need to inquire into the impact of the overlay of colonial borders upon earlier ideas of geographical boundaries, and upon indigenous border nations and their connections to places and ways of being. Here, we look to delineate a tentative approach to further such inquiries into indigenous border nations who have found themselves on or near an international border by examining the relationship with ancestral lands. A thematic analysis will be conducted in the framework of a case study research design. Two cases are discussed, which suggest the relationship with ancestral lands is often discussed in transboundary terms. The discussion further illustrates cross-border mobility enacts indigenous understandings of borders, governance, land, and selfhood, and has led to negotiations over the rights which flow from these. For the future, this suggests attention to transboundary indigenous nations is necessary.

Due to their influential roles in the lives of their players, understanding coaches' attitudes and perceptions toward LGBQ+ student-athletes is essential for assessing how safe collegiate sport environments are for LGBQ+ athletes. However, the research in this area has been limited. The present study aims to address this gap by investigating coaches' perceptions of LGBQ+ athletes to inform policy and education for promoting inclusive sport environments for these athletes. Participants were 1,533 collegiate coaches (Mage = 39.65 years; women = 41.3%; White = 83.7%; non-Hispanic = 86.4%; heterosexual = 74.9%) drawn from all three NCAA Divisions. In an open-ended, text response question, coaches were asked to identify the extent to which they would support and accept athletes on their teams being open about their sexual orientation and/or gender identity, and to describe the reasoning for their beliefs. Through reflexive thematic analysis, six higher order themes capturing coaches' rationales were identified: (a) levels of acceptance, (b) i coach, therefore i am…, (c) supportive environments are essential, (d) as a queer coach…, (e) limiting queerness, and (f) sexual orientation does not provide a competitive advantage. Analyses illuminate avenues for LGBQ+ athlete inclusion policies and training for coaches.