<p>Som blivande lärare har vi många gånger funderat på om elever kan vara inkluderande med samtidigt vara exkluderade i den gemensamma grupp en klass bildar. Inkludering har i detta arbete fått betydelsen att vara en social företeelse som innebär gemenskap,</p><p>delaktighet och trygghet. Syftet med studien blev därmed att utröna vad det är som gör att elever känner sig inkluderade respektive exkluderade i gemenskapen i skolan. I den teoretiska bakgrunden presenteras tanken med en skola för alla samt vad inkludering</p><p>som social företeelse innebär. Studien är baserade på en narrativ metod där tolkning av elevers berättelser om gemenskapen i skolan är en del av arbetet. Resultatet visade att gemenskapen i klassen, kamrater, lärare, aktiviteter i klassrum och på skolgården är</p><p>faktorer som påverkar känslan av att vara inkluderade respektive exkluderad. Generellt sett upplever sig alla elever vara trygga i klassrummet och på skolan. Även om eleverna ansåg att ingen i klassen var utanför var det några elever som ansåg sig själva vara</p><p>detta. Om lärare i en skolverksamhet tar för givet att en elev är inkluderad i gemenskapen men inte är det kan det vara förödande för den eleven. Detta medför att lärare kontinuerligt bör granska de sociala relationerna mellan eleverna. Grupparbeten där samarbete är det övergripande syftet är något som kan stärka elevernas acceptans</p><p>för varandras olikheter vilket kan leda till en bättre gruppgemenskap.</p> / <p>As proposed teachers, we have often speculated on if pupils can be included respectively excluded in that common group a class forms. Inclusion has in this work got the meaning of being a social phenomenon that means spirit of togetherness,participation and wellbeing. The aim with the study became thereby to find out what it</p><p>is that makes pupils feel included respectively excluded in the spirit of togetherness within their school. In the theoretical background, the thought with a school for everyone is presented and what inclusion as social phenomenon means. The study is based on narrative method where interpretation of pupils' stories is a part of the work. The result showed that the spirit of togetherness in the class, friends, teachers, activities in the classroom and on the playground are factors that involve the feeling of being included respectively excluded. All the pupils generally experience themselves to be safe in the classroom and on the school. Although the pupils wrote that nobody in their class where left outside, being out of it, some pupils regarded themselves to be this. If</p><p>teachers in a school take for granted that a pupil is included in the spirit of togetherness, but is not, it can be devastating for that pupil. This means that teachers continuous should check the social relationships between the pupils. Groupwork where cooperation</p><p>is the overall aim is something that can strengthen the students' acceptance for each others differences which can lead to a better group spirit.</p>

Il presente lavoro di tesi affronta il tema della prevenzione del tumore alla mammella nell’ambito del contesto italiano. Con un primo studio ci si pone l’obiettivo di indagare le conoscenze, le rappresentazioni, le emozioni ed i comportamenti che donne del nord e del sud d’Italia hanno riguardo il concetto di prevenzione del tumore alla mammella. Nello specifico si vuole indagare se la cultura e il luogo di provenienza delle donne hanno un’influenza sulle loro rappresentazioni riguardo l’argomento di interesse. Questo obiettivo è stato perseguito con l’utilizzo di focus group condotti in Lombardia e in Campania. I risultati a questo studio hanno messo in luce notevoli differenze tra i due gruppi, in particolare rispetto alle conoscenze e alle pratiche preventive messe in atto. Con un secondo studio si vuole indagare un ampio campione (N= 2070) di donne lombarde che partecipano allo screening mammografico (programma preventivo offerto dal SSN). All’interno di tale campione si voglio individuare profili psicologici caratterizzanti le donne e i predittori dell’ansia pre-screening, una variabile frequente tra i soggetti che si sottopongono a mammografia preventiva. I risultati a questo studio evidenziano la presenza di tre profili psicologici (cluster) all’interno dei quali si suddivide il campione. Questi profili differenziano le donne e le motivazioni che le conducono a prendere parte al programma di screening. Sempre grazie alle analisi effettuate per soddisfare gli obiettivi del secondo studio è stato possibile determinare che bassa stabilità emotiva, bassa qualità di vita e basso ottimismo hanno influenza nell’incrementare i livelli di ansia in donne in attesa di sottoporsi a screening mammografico. / The present dissertation deals with the topic of breast cancer prevention in the Italian context. The first study of the research aimed to explore the knowledge, the representations, the emotions and the behaviors that northern and southern women have about breast cancer prevention. We want to investigate if cultural and contextual factors influence representations that women have about the topic of interest. We satisfied the objective of the first study conducting focus group in a northern and in a southern region of Italy. The outcome of this study highlighted differences between the two groups especially concerning women knowledge and their behaviors in regard to breast cancer prevention. The second study aimed to investigate a sample (N=2075) of Italian northern women that choose to take part in the national breast cancer screening. The specific objectives of this study were the identification of psychological profiles that characterize this sample and pre-screening anxiety predictors, a common variable among women waiting to have a mammogram. The results at this study highlighted three clusters that differentiated women and the reason why they decide to take part in the prevention program. Analysis performed for the second study identified low emotional stability, low quality of life and low optimism as pre-screening anxiety predictors.

Vi lever längre, är friskare och både kan och vill jobba längre. Företagen och organisationer står inför ett ökande kompetensbehov. Vi inledde denna studie med tro och övertygelse om att en del av företagen skulle kunna utnyttja äldre medarbetare för att täcka en del av sina kompetens- och resursbehov. Vi önskade identifiera en del av de möjligheter och problem företag eller organisationer har och visa på goda exempel som fler företag eller organisationer skulle kunna ha glädje av. Vi har i studien tagit del av statistik, teori och praktiska exempel från olika företag som beskrivits på olika sätt i rapporter och artiklar. Vi har genom att intervjua tio (10) olika företag och organisationer funnit att det faktiskt förekommer ett mer utbrett Age Management arbete än vad vi hade föreställt oss, arbetsgivare ser allt mer till kompetens hos en person och allt mindre till ålder. Vi har funnit att ålder förstärks genom attityder, att "bli gammal" upptäcks inte automatiskt av en enskild person, ofta är det omgivning, arbetskamrater eller erbjudanden om seniorboenden vid 55 år som gör en person uppmärksam på att denne nu betraktas som "äldre". Vi ser att samhället faktiskt agerar på ett sådant sätt som gör att en person börjar identifiera sig själv som äldre. Vi har funnit att det finns flera sätt att använda den kompetens som äldre innehar och att den kompetensen behöver tas tillvara, vi har också sett goda exempel på hur olika företag och organisationer medvetet har tagit tillvara kompetens. Vår slutsats är att organisationer har identifierat de demografiska utmaningarna och att man börjat jobba med de samma. Det finns flera möjligheter till nyttjande av kompetens i alla åldrar och att det är en stor skillnad på funktionell ålder och kronologisk ålder. Vi rekommenderar företag och organisationer att utifrån sina förutsättningar och behov att utveckla Age Management strategier och att visa på flexibla arbetssätt som skulle kunna attrahera arbetskraft i alla åldrar liksom inrättandet av "Alumni" där kompetent f.d. personal kan finnas tillgänglig som extra resurs vid olika slags behov / We live longer lives, we are healthier, and we can and want to work longer. Corporations and organizations are facing an increasing need of skills and knowledge. We started this study, believing that many corporations would be able to cover their need of competencies with older workers. We wanted to identify some of the possibilities as well as problems organizations have in this regard. We also wanted to find and show good examples of organizations that have been successful in achieving this goal. We have studied statistics, theory and practical examples. By performing empirical studies on ten companies in Sweden, we have found that Age Management strategies are more widely spread than we initially suspected. Employers are rather looking for skills than age. We found that the concept of age is enhanced through attitudes from the surrounding environment. An individual, earlier not regarding her- or himself as "older" might just start doing so due to the attitudes of others. We have found several ways of preserving and pass along knowledge of older workers and also that this needs to be done. Our conclusion is that organizations have identified the demographic challenges and that they have initiated processes to meet them. There are several ways of using competencies in all ages and there is a big difference between functional age and chronological age.We recommend that organizations develop Age Management strategies and flexible ways of organize their workforce. E.g. the introduction of an "Alumni", where previous competent staff can register to function as an extra resource

E’ stata approfondita l’espressione genica complessiva in spighe di mais, in seguito all’ infezione fungina. Nella prima parte del lavoro, sono stati valutati un genotipo di mais resistente ed uno suscettibile a F. verticillioides, campionando le cariossidi 48 ore dopo l’infezione. Sono state identificate circa 800 sequenze differenzialmente espresse e circa il 10% è stato assegnato alla categoria della difesa. Nel genotipo resistente, i geni coinvolti nella difesa hanno mostrato un tipo di risposta basale, mentre in quello suscettibile tali geni rispondevano specificamente all’infezione. Nella seconda parte del lavoro, l’analisi di espressione è stata estesa a fasi precoci e tardive dell’infezione utilizzando un ceppo normale ed uno mutante di F. verticillioides. Numerosi geni risultavano differenzialmente regolati 48 ore dopo l’infezione con entrambi i ceppi. Il ceppo normale era in grado di attivare i meccanismi di difesa prima del mutante. Nella terza parte del lavoro, 10 linee resistenti e suscettibili sono state infettate con 4 specie fungine. In tutti i genotipi l’espressione dei geni coinvolti nella difesa era indotta in seguito all’infezione, ma le linee resistenti presentavano una risposta basale di difesa. / We investigated global gene expression in maize ears at several time points after fungal infection. In the first part of the work, resistant and susceptible genotypes were tested in kernels sampled 48 h after infection with a wild type strain of F. verticillioides. About 800 differentially expressed sequences were identified and nearly 10% assigned to the category cell rescue, defense and virulence. In the resistant genotype, defense-related genes provided basic defense against the fungus, while in the susceptible genotype defense genes responded specifically to pathogen infection. In the second part of the work the expression analysis was extended to early and late phases of infection with a wild type and a mutant strains of F. verticillioides. Kernels were sampled in the area around the point of infection. Most of genes were differentially regulated 48 h after infection with both fungal strains. The wild type strain was able to activate host defense genes before the mutant strain. In the third part of the work, ten resistant and susceptible lines were infected by different fungal species. All genotypes were able to induce the expression of defense genes upon infection, but the resistant lines showed a basal defense response.

This study presents some teachers' views on whether today's school is a school for everybody or not. It has also looked into what special resources that are put in for children in special needs. The purpose of this study is to find out some teachers' views and thoughts on the concept of "an Education for everybody" and how these teachers said they worked with children in special needs. After taking part of and processed recent research results and literature, I chose to examine this through qualitative interviews. I interviewed three teachers, one primary school teacher, one special education teacher and one preschool teacher. The conclusions were that the concept of education could be understood in different ways. One teacher said that today’s school is for everyone because all children have the right to go to school. The other teachers said that today’s school is not a place for everybody since some children go to separate schools and special schools. The importance of including all students became clear since the teachers felt that that was the goal, but that the environment and time plays a big role when working with it. The teachers felt that more recourses would contribute to a more including and integrating environment. The school must adapt to the students' needs regardless of what they might be.

This study is about different teacher’s ´conception of remedial classes and its function in Today´s School. “A school for everyone” the utopia that all schools and teachers aspire for. All pupils, regardless of ethnic background, class, and religious affiliation should be able to go to school without being segregated and are seen as different. A large part of the research at this moment shows a picture of segregated schools with remedial classes. If remedial classes cause segregation or inclusion is a dilemma that should be highlighted and discussed. Pupils who are in need of special support should be supported, without being segregated and perceived as different. To perform this study, qualitative interviews were made. Seven teachers have participated and gave their views on remedial classes and what function they fill for the school. My theory that has been used highlights two conditions at school. One is segregating integration with the compensatory perspective (kompensatoriska perspektivet), and the other is including integration with the democratic participatory perspective (deltagarperspektiv). The result shows that the teachers who were interviewed, despite the intentions of the  “A school for everyone” and with all risk that remedial classes carries with it, consider it compensatory perspective should be followed to accommodate all the pupils’ needs according to their conditions.

Detta arbete har genomförts för att visa att det går att kombinera tillgänglighet och frångänglighetslösningar i ett skyddat kulturminne, i detta fall just Kalmar residens, utan att förvanska byggnaden.  Arbetet utfördes som en fallstudie. Genom att studera lagar, förordningar och regler samt intervjua sakkunniga och jämföra lösningar på andra byggnadsminnen skall residenset bli tillgängligt. Målet med detta arbete är att leverera ett lösningsförslag. Förslaget skall också kunna användas som inspiration till framtida projekteringar av liknande komplexa slag.  Studien resulterade i att det finns behov av mer lagar samt regler om frångänglighet och att tillgänglighet är en aspekt som borde tas mer hänsyn till i kulturarvsbyggnader. Det är viktigt att alla skall kunna ta del av samhället på samma villkor. / This analysis has been conducted to show that it is possible to combine accessibility, accessible evacuation and cultural heritage buildings, in this case especially Kalmar residence, without distorting the building.  The study was performed as a case study. By studying laws, regulations and rules as well as interviewing experts and comparing solutions with other buildings, the residence will become accessible. The aim of this work is to deliver a solution proposal. This proposal should also be used as an inspiration for future projects of similar complex types.  The study has come to the conclusion that there is a need for more laws and rules on accessible evacuation and that accessibility is an aspect that should be taken more into consideration in cultural heritage buildings. It is important that everyone can take part in society on an equal basis.

La presente tesi fornisce un contributo originale al dibattito esistente tra gli economisti industriali sul rapporto tra concorrenza e asimmetrie informative. Infatti, l’obiettivo principale di questo lavoro consiste nell'investigare, da un punto di vista teorico (e supportato dall'evidenza empirica), come alcune barriere informative presenti nel mercato influenzano le strategie imprenditoriali in diversi contesti competitivi, fornendo implicazioni di policy per autorità garanti della concorrenza e a tutela del consumatore. Nello specifico, il primo capitolo esamina gli incentivi di una impresa dominante in un mercato a monte a offrire contratti di esclusiva ad un monopolista nel mercato a valle, quando vi è incertezza riguardo alla domanda finale dei consumatori. Nei capitoli seguenti, invece, l’analisi si caratterizza dalla presenza del concetto comportamentale di "avversione alla perdita", particolarmente rilevante nelle decisioni di acquisto dei cosiddetti "beni di esperienza". In questi mercati le imprese possono decidere liberamente di permettere test sui propri prodotti prima del loro acquisto, modificando quindi l’utilità attesa dei consumatori. Il secondo capitolo analizza le strategie di vendita per un monopolista. Il terzo capitolo, invece, esamina l’equilibrio di mercato in un contesto competitivo e come l’utilizzo di test sui prodotti possa essere adoperato come strumento collusivo. / This dissertation provides an original contribution to the existing debate between industrial economists on the relationship between competition and information asymmetries. Indeed, the main goal of this work consists in investigating, from a theoretical point of view (and supported by empirical evidence), how some informational frictions in the market affect firm’s strategies in different competitive environments, providing policy implications for competition and consumer protection authorities. Specifically, the first chapter looks at the incentives of a dominant firm in an upstream market to offer exclusive dealing contracts to a monopolist in the downstream market, when there is uncertainty about consumer demand. In the following chapters, instead, the analysis is characterized by the presence of the behavioral concept of "loss aversion", which is particularly relevant in the purchase decisions of the so-called "experience goods". In these markets, firms can freely decide to allow product experimentation before purchase, thus modifying the consumers' expected utility. The second chapter analyzes the monopolist's sales strategies. The third chapter, instead, examines the market equilibrium in a competitive environment and how product experimentation can be used as a collusive device.

The purpose of the study is to investigate how different leisure-time centres reason about students who need additional adjustments and how they are included in the activities. To find out how leisure-time centres work with inclusion, we have used a qualitative method in form of interviews. We have interviewed five educators who work at different leisure-time centres in Stockholm and Södermanland. In the analysis, we have started from a theoretical framework that includes the labeling theory, Nilholm's four definitions of inclusion and inclusion based on learning environment and image support. The results show that there are obstacles for the educators to involve all students in the planned activities, which means that the resource must be responsible for these students. The results also show that the educators reasoning about what inclusion means is that all students should be involved based on their own conditions. In order for a student to feel included, it is required that he or she feels involved in the activities, such as in the various activities that are held. The student also needs to feel that he or she is a part of the community that summarizes both the activities and friends. / Syftet med studien är att undersöka hur olika fritidshem resonerar kring elever som behöver extra anpassning och hur de inkluderas i verksamheten. För att ta reda på hur fritidshemmen arbetar kring inkludering har vi använt oss av en kvalitativ metod i form av intervjuer. Vi har intervjuat fem pedagoger som arbetar på olika fritidshem i Stockholm och Södermanland. I analysen har vi utgått från ett teoretiskt ramverk som innefattar stämplingsteorin, Nilholms fyra definitioner på inkludering samt inkludering utifrån lärmiljö och bildstöd. Resultatet visar att det finns hinder för pedagogerna att få med sig alla elever på de planerade aktiviteterna vilket innebär att resurserna får ansvara för dessa elever. Resultatet visar också att pedagogernas resonemang kring vad inkludering innebär är att alla elever ska vara med utifrån sina egna förutsättningar. För att en elev ska känna sig inkluderad krävs det att hen känner sig delaktig i verksamheten som till exempel i de olika aktiviteterna som hålls. Eleven behöver också känna att hen är en del i gemenskapen som sammanfattar både verksamheten och kompisar.

Syftet med den här studien är att utföra en text- och bildanalys av Astrid Lindgrens böckerLotta på Bråkmakargatan (1961) och Alla vi barn i Bullerbyn (1947). I studien undersökshuvudkaraktärerna med inriktning på Lotta och Lisa ur ett genusperspektiv och jämför derasgenuskonstruktion, och hur de framställs i anknytning till de genusnormer som förekommer ibarnlitteratur. I studien undersöks även illustrationerna av karaktärerna ur ett genusperspektivoch avslutningsvis tillämpas begreppet critical literacy och läroplanens värdegrundsuppdrag ianknytning till undervisningen med syftet att uppmärksamma genus i barnlitteraturen.I studien tillämpas en kvalitativ textanalys och en kvantitativ analys, samt en komparativmetod då jag jämför huvudkaraktärerna. För att kunna undersöka huvudkaraktärerna Lottaoch Lisa ur ett genusperspektiv och jämföra deras genuskonstruktion, och hur de framställs isamband med de normer som förekommer i barnlitteratur uppmärksammas, bland annat,litteraturvetaren Maria Nikolajevas sammanställning av de genusnormer som förekommer ibarnlitteratur.Slutsatsen av studien är att Lotta framställs som både normbärande och normbrytande utifrånsin könstillhörighet, och Lisa framställs som normbärande och förmedlar ett traditionelltkönsmönster i anknytning till Nikolajevas sammanställning av genusnormer. Slutsatsen är attAstrid Lindgrens böcker med fördel kan användas i undervisningen för att belysa genus dåböckerna framhåller olika sidor av genuskonstruktioner och detta anser jag är bra för barn attmöta.