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The aim of this study is to increase knowledge about preschool teachers´ views on the place of chemistry in preshool and how this according to them is made visible in their work. Data was collected through qualitative interviews with five preschool teachers. A thematic analysis of the data identified categories in the preschool teachers´ views on the place of chemistry in preschool. The result of the study shows three arguments for chemistry in preschool. The arguments are: everyday connection, the preschool curriculum and learning for the future. The results also show that the preschool teachers do not teach much chemistry in preschool. They find chemistry difficult and they think that the curriculum is difficult to interpret. Recommendations to preschools is to think about their view on chemistry and how it can affect their teaching in chemistry. Another recommendation is to discuss with their colleauges about the meaning of chemical processes to come to an mutual understanding. / Syftet med studien är att öka kunskapen om förskollärares syn på kemins plats i förskolan samt hur detta enligt dem synliggörs i deras arbete. Datainsamlingen är utförd genom kvalitativa intervjuer med fem förskollärare. En tematisk analys av data gjorde att kategorier i förskollärarnas syn på kemins plats i förskolan kunde identifieras. Resultatet visar tre argument för kemi i förskolan. Argumenten är: vardagskoppling, förskolans läroplan och lära för framtiden. Resultatet visar även att förskollärarna inte arbetar mycket med kemi i förskolan. De anser att kemi är svårt och att läroplanen är svår att tolka. Rekommendationer för verksamheten är att själva fundera över sitt sätt att se på kemi och hur detta kan påverka kemiundervisningen. En annan rekommendation är att tillsammans i arbetslaget komma fram till en gemensam förståelse för betydelsen av enkla kemiska processer.

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This thesis explores the experiences of foreign-born women entering the Swedish labor market. A lot of the existing research clusters foreign-born women as a homogeneous group, missing various factors that impact their ability to access the labor market. Current initiatives and strategies therefore risk overlooking the importance of personalized support, which can result in inadequate responses to the unique needs and challenges each woman faces.  The study aims to explore foreign-born women’s experiences to better understand the obstacles the women face when trying to enter the Swedish labor market. The thesis investigates previous research that raises the significance of networks, language proficiency, and support and guidance and five interviews are conducted to understand the women’s experiences better.  The findings of this study show that discrimination, the discourse surrounding foreign-born women and, lack of adequate individualized support hinder women from establishing themselves on the labor market. Hence, the results highlight the need for more tailored support and new ways to learn the language. To achieve this, an intersectional approach is important to grasp the complex challenges that foreign-born women face in entering the Swedish labor market.  Overall, the thesis underscores the need for individualized support initiatives that consider the unique challenges and experiences of foreign-born women. By centering the women’s experiences, this study provides a valuable contribution to the ongoing efforts to improve the support for foreign-born women in the Swedish labor market.

Santa Cruz Verde 2030 is an inner-city megaproject that will transform the local oil refinery into an urban neighborhood in Santa Cruz de Tenerife, Spain. The project is expected to reconfigure Santa Cruz’s tourism model significantly, while applying rather undemocratic planning practices. This paper explores Santa Cruz Verde 2030, focusing on the perception of local stakeholders. My research builds on 18 qualitative interviews with planning authorities, the city’s mayor, political parties, experts from the real estate sector and residents. I identify a large perception gap among the interviewees. While the project’s initiators praise the participatory process, other stakeholders feel neither informed nor integrated. In particular, the “behind closed doors” planning approach has provoked resentment among citizens. In contrast, the possible impact on tourism of the project has given rise to less discussion. This contributes to the “stealthy” touristification strategy that has already transformed large areas of Santa Cruz’s waterfront in past decades. Hence, this paper adds to the ongoing discussion on how to design megaprojects in a more sustainable way, for example, by ensuring political consensus and learning from former megaprojects.

Syftet med denna studie var att undersöka musiklärares erfarenheter av elever i flow i musikundervisning. Undersökningen syftade till att bidra med kunskap om vad som karaktäriserar flow, aktiviteterna som gav upphov till flow, samt lärares förhållningssätt till dessa aktiviteter. Undersökningen bestod av semistrukturerade intervjuer med sju musiklärare som arbetar i olika skolformer och elevgrupper. Intervjuerna analyserades utifrån faktorer för såväl gruppflow som individuellt flow. Resultatet visar att elevers flow i musikundervisningen karaktäriseras av bland annat djup koncentration, omedvetenhet om omgivningen och ovilja att avbryta aktiviteten. Aktiviteterna som gav upphov till flow karaktäriserades av utmaningar med tydligt definierade mål där elever gavs utrymme till självbestämmande i sitt eget lärande. Lärarens förhållningssätt präglades i dessa aktiviteter av ett öppet och stöttande förhållningssätt. Därtill hörde noggrant utförda planeringar för undervisningen samt bidragande med en relevant kontext för att öka elevernas engagemang i aktiviteten. / The aim of this study was to examine music teachers perceptions of flow experiences in students. The study investigates flow characteristics in music education, the activities that preceded flow experiences and in what way teachers approach and plan for these activities. The study was carried out using semistructured interviews with seven music teachers who work in different school systems and student groups in Sweden. The interviews were analyzed using theories of both individual flow and group flow. The results show that flow experiences in students are characterized by deep concentration, unawareness of their surroundings and a disclination towards ending the activity. The activities were characterized by clearly defined goals and the opportunities for students to steer their own learning trajectories. Teachers accounted for utilizing an open and supportive approach towards these activities and their students. The activities were preceded by extensive planning and teachers also contributed with relevant contexts for students to engage in the activity. These contexts also showed importance in providing clear goals as well as relevance and authenticity for the activities.

Since March 2020, community-based performance social groups have shifted drastically. With COVID-19, quarantining and social distance protocols, the ongoing pandemic has altered in-person social work and the way communities interact. The information shared in this thesis is drawn from 4 semi-structured qualitative interviews. The data showcases folks who are community leaders, teachers and social workers who use performance techniques with their clients. My study asked the Participants about their history using theatre arts within their practice and investigated how COVID-19 impacted their endeavours. The data collected implies that community work using theatre has an ongoing potential to support social change efforts toward rebuilding and sustaining connection. Yet, the data also discovered a growing divide that is further affecting marginalized folks who can not access community within a digital world. Inspired by the works of Lisbeth Berbary (2011) and Jonathan Gross (2021) this thesis artistically re-imagines the collected data as a social performance amongst the Participants involved. With permission from the Participants, an ethnographic screenplay using a creative analytical approach (Berbary, 2011), transformed the semi-structured qualitative interview findings to highlight key discoveries. These key discoveries outline a nuanced understanding of how performance for social change has been transformed and the tensions that arose, particularly the growing social divide for access (the divide between those who can access online community performance groups and those who lose out from a lack of technological accessibility). Analyzing these conflicting advantages and disadvantages can help build toward an inclusive and equitable approach for theatre as a vehicle for social justice. / Thesis / Master of Social Work (MSW)

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Introduktion: För att kunna uppnå en god hälsa och vård för patienter är det avgörande att sjuksköterskestudenter får adekvat utbildning. Det är således av central betydelse att basala hygienrutiner lärs ut för att kunna förebygga smittöverföring och förhindra vårdrelaterade infektioner. Basala hygienrutiner innefattar handhygien, användning av arbetskläder, skyddshandskar och skyddskläder. Syfte: Att undersöka vilka kunskaper sjuksköterskestudenter upplevde att de hade gällande basala hygienrutiner, hur de upplevde utbildningen av basala hygienrutiner samt vad de uppfattade som främjande och/eller hindrande för att följa dessa rutiner under verksamhetsförlagd utbildning. Metod: En kvalitativ metod med abduktiv ansats användes. Sex individuella intervjuer med medelhög struktureringsgrad hölls med sjuksköterskestudenter från svenska lärosäten. Tematisk analys enligt Braun och Clarke (2022) användes för dataanalysen. Resultat: Syftet besvarades genom tre huvudteman. Första huvudtemat: olika kunskapsnivåer besvarade vad för kunskaper sjuksköterskestudenterna upplevde att hade gällande basala hygienrutiner och med underteman: grundläggande hygien, göra antaganden samt tillämpning av föreskriften SOSFS 2015:10. Det andra huvudtemat besvarade hur sjuksköterskestudenterna upplevde undervisningen av basala hygienrutiner med huvudtemat: strukturering av utbildning och med underteman: klinisk träningscentrum och brister. Tredje temat besvarade vad sjuksköterskestudenterna upplevde som främjande och/eller hindrande från att följa basala hygienrutiner under verksamhetsförlagd utbildning. Detta genom huvudtemat: omständigheter och med underteman: gynnsamma förhållanden samt rädslor och kritiska aspekter. Slutsats: Resultatet visade på att sjuksköterskestudenterna hade ett behov av mer utbildning gällande basala hygienrutiner och att kunskapsnivån skiljde sig mellan sjuksköterskestudenterna. Att kunskapsnivån skiljde sig riskerar att påverka patientsäkerheten negativt. Med en för låg kunskapsnivå ökar risken för att patienter utsätts för vårdrelaterade infektioner. / Introduction: In order to achieve good health and care for patients, it is crucial that nursing students receive adequate training. It is of central importance that basic hygiene routines are taught in order to prevent transmission and prevent healthcare-associated infections. Basic hygiene routines include hand hygiene, use of work clothes, protective gloves and protective clothing. Aim: To investigate nursing students’ perceived knowledge about basic hygiene routines, how they experienced the training of basic hygiene routines and what they perceived as promoting and/or hindering for following these routines during operational training. Methods: A qualitative method with an abductive approach was applied. Six individual interviews with a medium structural degree were held with nursing students from Swedish universities. Thematic analysis according to Braun and Clarke (2022) was used for the data analysis. Results: The aim was answered through three main themes. The first main theme answered what knowledge the nursing students felt they had regarding basic hygiene routines: different levels of knowledge with sub-themes: basic hygiene, making assumptions and application of the regulation SOSFS 2015:10. The second main theme answered how the nursing students experienced the teaching of basic hygiene routines with the main theme: structuring of education and with sub-themes: clinical training center and deficiencies. Third theme answered what the nursing students felt promoted and/or prevented them from following basic hygiene routines during practice-based training. This took place through the main theme: circumstances with sub-themes: favorable conditions as well as fears and critical aspects. Conclusion: The results showed that the nursing students had a need for more training regarding basic hygiene routines and that the level of knowledge differed between them. The fact that the level of knowledge differed risks affecting negatively patient safety. With insufficient knowledge the risk of being exposed to a care-related infection increases for patients.

The purpose of this study is to explore the idea and method of holistic education and if traces of these can be found in four preschool teachers’ statements about their practices in two private preschools located in the state of Tamil Nadu in India. Working holistically is something which UNESCO (Marope & Kaga, 2015) recommends when it comes to early childhood care and education. In a developing country like India primary education is important to growth and development. It is one of the main sustainable development goals and early childhood education is considered a means to reach this goal. This study aims to provide some insight into what a holistic approach to early childhood education can entail. In this study I have explored literature to gain a theoretical knowledge of the idea and working methods of holistic education through a literature review. I then conducted a qualitative interview study where I traced the ideas and methods found in the literature in four preschool teachers’ statements about their practices to gain an understanding of what ideas and methods found in a preschool setting can be considered to lead to holistic outcomes. The results show that the idea and methods of holistic education, as I understand it through the literature review, were evident in the teachers’ statements to various extent, and that that inclusion, balance and connections lead to holistic education. Even though the teachers do not explicitly work with holistic education as Miller (2007, 2010) describes it, this study found that the practices of the teachers, as described by them, promote similar ideas and the same methods could be found. This study can provide a concrete understanding of what a holistic approach to early childhood education can and should involve.