This thesis project examines changes to building documents during the product development in the construction process, which is referred as revision memos in this report. The study is made in cooperation with Serneke and is therefore limited to project within this company. Furthermore, the information in this study is based on relevant literature as well as interviews, a poll and material from three of Serneke´s projects. The results show that the examined projects have exceeded the estimated design cost due to changes made during production. By investigating the revision memos, the conclusion was that performing construction, commercial projects and rebuilding projects generate more revision memos as well as the architect and constructor had the greatest number and most expensive revision memos. It also appears that the number of revision memos of other disciplines varies between projects. Furthermore, the design process seems to generate many mistakes that appear in the production, which means that an improved design process with experience feedback and collision control should detect mistakes at an earlier stage. Recommendation for future projects is to make use of the contractors knowledge of production early in the design stage, to use experience feedback and collision control, to introduce a date for last additions, to use Swedish standard when establishing revision memos and to not execute changes before a revision memo is published. In conclusion of this project follows a few recommendations for continued investigation of this field of study. / Detta arbete undersöker ändringar av handlingar som sker vid produktframtagningen i byggprocessen, vilket benämns ändrings-PM i denna rapport. Syftet är att kartlägga problematiken kring ändrings- och tilläggsarbeten i ett sent skede och målet är att öka medvetenheten gällande ändrings-PM och dess konsekvenser. Arbetet genomförs under 10 veckor och begränsas därför till att undersöka projekt inom Serneke. Vidare kommer olika entreprenadformer och olika projekttyper att jämföras detta då de olika förutsättningarna i projekten förväntas generera olika mängder ändrings-PM. Metoden för detta arbete är dels en litteraturstudie, som förklarar olika begrepp och tillvägagångssätt, samt intervjuer och enkät som kompletteras med underlag från tre av Sernekes projekt. I resultatet framgår det att de undersökta projektens bedömda projekterings-kostnad överstigits på grund av ändringar som skett under produktionen. Sammanställningen av ändrings-PM från projekten samt enkätsvaren visar också att arkitekten och konstruktören har flest antal samt dyrast ändrings-PM. Vidare framgår det att övriga discipliners ändrings-PM varierar i antal mellan projekt. Vad gäller entreprenadform och projekttyp framgick det av enkäten och intervjuerna att utförandeentreprenader, kommersiella projekt och ROT-projekt rimligtvis genererar mer ändrings-PM dock kunde detta inte stärkas av något ytterligare material. Däremot kunde kommunikationsverktyget Byggnet undersökas med slutsatsen att det är ett väl fungerande informationssystem vid korrekt användning. Vidare anses projekteringen generera många fel som dyker upp i produktionen, vilket medför att en förbättrad projektering med erfarenhetsåterföring och kollisionskontroll borde upptäcka misstag i ett tidigare skede. För framtida projekt rekommenderas att nyttja entreprenörens erfarenhet av produktionen i projekteringen, att använda sig av erfarenhetsåterföring och kollisionskontroll, att införa ett datum för sista tillägg, att använda svensk standard vid upprättande av ändrings-PM samt att utföra ändringar efter ett publicerat ändrings-PM. Genom att vidare undersöka flera projekt med olika entreprenadformer och projekttyper skulle en kartläggning kunde göras för antalet ändrings-PM och hur de påverkar projektets kostnad och tidplan.

<p>The purpose of this paper is to study how people without home experience social services and how they experience their space of action when they meet social services. In order to answer these questions, a qualitative approach has been used. The empirical material consists of five interviews with people who have contact with social services because they are homeless. To support my analysis of the space of action for the persons being interviewed, I’ve used two theoretical perspectives, power analysis by Michel Foucault and Rational Choice. The result shows that the interviewed often feel insulted when they meet social services, that they have little or no involvement and that their space of action is small. According to Michel Foucault, the normalising power of the social services oppresses the clients and the clients in their turn are doing different forms of resistance. According to Rational Choice, interaction between people is based on power, exchange and interest. From the clients point of view the only thing they can exchange to get a place to live is to be submissive. Therefore they don’t have many resources to widen their space of action.</p>

<p><em>Syftet</em> med föreliggande studie var att förstå några grundskolelärares upplevelser av hur disciplin samspelar med planering och struktur i klassrummet samt hur de upplevde att de genom handling kan påverka oordning. Studien ämnar även undersöka huruvida grundskolelärare upplever att de i sin utbildning lärt sig att motivera elever och hantera oordning. Urvalet bestod utav sex lärare på grundskolans senare år som varit yrkes-verksamma mellan 1 och 27 år. En halvstrukturerad livsvärldsintervju användes där en intervjuguide med föreslagna frågor hade förberetts. Av resultatet framkom det att de intervjuade lärarna upplevde att disciplinen i klassrummet var relativt god, då de generellt sett upplevde att ordningsreglerna följdes av eleverna. Majoriteten av lärarna upplevde att de i sin utbildning saknat att lära sig hur man motiverar elever samt hur oordning kan hanteras och förebyggas. Lärarna gav uttryck för att den kunskapen istället tillägnats genom samtal och erfarenhet. En slutsats som kan dras är att en god planering möjliggör en bra struktur vilket kan förebygga oordning i klassrummet då eleverna vet vad som förväntas av dem.</p> / <p><em>The aim</em> of this study was to understand how some secondary school teachers’ experiences how discipline interacts with planning and structure in the classroom and how they felt that their actions can affect misbehaviour. The study will also investigate whether secondary school teachers´ experience that they in their Teaching Education learned to motivate students and manage misbehaviour. Six teachers were selected, having from 1 to 27 years of experience. Semi structured interviews were conducted with proposed questions. The findings from the interviews showed that the teachers experienced a relatively good level of discipline in the classroom. This is due to teachers’ experiences that students followed the rules in general. The majority of teachers interviewed felt that they in their education lacked to learn how to handle and prevent misbehaving students or how to motivate them in the classroom. They gained this knowledge from personal experiences and conversations with others. One conclusion to be drawn is that good planning allows for a good structure which can prevent the disorder in the classroom as students know what is expected of them.</p>

This dissertation is focussing on students’ experiences of assessments, which means that the assessments are related to studying. The assessments particularly investigated are the main types of assessments used in the application and selection for higher education in Sweden – the grading in schools on secondary level, and the Swedish Scholastic Aptitude Test (SweSAT). The literature review is an analysis of previous knowledge, resulting in a model of orientations to studying. The empirical investigation consists of interviews with 100 students in upper secondary school, municipal adult education and folk high schools. The interviews are analysed with a phenomenographic approach, and the analysis results in categories describing ways of experiencing what it means to study, ways of experiencing the grades, and the SweSAT. In addition to this, the analysis gives a description of relations between components within categories, relations between categories, and relations between phenomena. The main patterns in the students’ experiences of the assessments are the following: The different categories, describing the experiences of the assessments per se, are focussing on assessment of performance, assessment of personal qualities (including developed knowledge), or uncertainty in relation to the assessment. There are four main aspects of the students’ experiences of the value of assessments, i.e., the relation to future plans, the relation to the student’s personal context, the possibility to influence your result, and the relation to other assessments used in the selection. The final result of the empirical investigation is a reconstructed model of five orientations to studying, where the empirical results are integrated with previous knowledge. The five categories are the knowledge orientation, the duty orientation, the participation orientation, the qualification orientation, and the resistance orientation. These orientations are also described as adaptive and/or non-adaptive in relation to the demands of the education. A further analysis in relation to three social science perspectives shows how assessments can contribute to the colonization of the educational lifeworld, how assessments can be seen as instruments of discipline, and how assessments can be seen as disembedding mechanisms.

The purpose of this paper is to study how people without home experience social services and how they experience their space of action when they meet social services. In order to answer these questions, a qualitative approach has been used. The empirical material consists of five interviews with people who have contact with social services because they are homeless. To support my analysis of the space of action for the persons being interviewed, I’ve used two theoretical perspectives, power analysis by Michel Foucault and Rational Choice. The result shows that the interviewed often feel insulted when they meet social services, that they have little or no involvement and that their space of action is small. According to Michel Foucault, the normalising power of the social services oppresses the clients and the clients in their turn are doing different forms of resistance. According to Rational Choice, interaction between people is based on power, exchange and interest. From the clients point of view the only thing they can exchange to get a place to live is to be submissive. Therefore they don’t have many resources to widen their space of action.

The aim of this thesis is to examine the historical use of "poison cabinets", or restricted shelves, in Swedish libraries. Drawing upon the theories of Mary Douglas and Michel Foucault, it also seeks to sketch a cultural and ideological context of the practice; with the emphasis on social or mental hygiene, and disciplinary aspects. Through qualitative interviews as well as digitalized recordings of librarians active during the first half of the 20th century, actual examples of poison cabinets are presented. A closer examination is conducted of past collections at Lund University Library, and two large public libraries situated in Växjö and Sigtuna. The essay also investigates views on library censorship, controversial literature, and other related subjects reflected in th elibrary press during the period 1916-1979. In summary, the researched material suggests a historically widespread use of restricted collections, although the objectives of its use differ depending on library function. While the collection at Lund University Library appears to have been the result of state censorship, and is associated with the obligation to preserve materials imposed on legal deposit libraries, public libraries' poison cabinets have had a stronger connection to an educational reading culture. As such, public libraries' main concerns have been less about bad books, more about easy-to-corrupt patrons. The study is a two-year master's thesis in Library and Information Science written at Uppsala University.

Syftet med föreliggande studie var att förstå några grundskolelärares upplevelser av hur disciplin samspelar med planering och struktur i klassrummet samt hur de upplevde att de genom handling kan påverka oordning. Studien ämnar även undersöka huruvida grundskolelärare upplever att de i sin utbildning lärt sig att motivera elever och hantera oordning. Urvalet bestod utav sex lärare på grundskolans senare år som varit yrkes-verksamma mellan 1 och 27 år. En halvstrukturerad livsvärldsintervju användes där en intervjuguide med föreslagna frågor hade förberetts. Av resultatet framkom det att de intervjuade lärarna upplevde att disciplinen i klassrummet var relativt god, då de generellt sett upplevde att ordningsreglerna följdes av eleverna. Majoriteten av lärarna upplevde att de i sin utbildning saknat att lära sig hur man motiverar elever samt hur oordning kan hanteras och förebyggas. Lärarna gav uttryck för att den kunskapen istället tillägnats genom samtal och erfarenhet. En slutsats som kan dras är att en god planering möjliggör en bra struktur vilket kan förebygga oordning i klassrummet då eleverna vet vad som förväntas av dem. / The aim of this study was to understand how some secondary school teachers’ experiences how discipline interacts with planning and structure in the classroom and how they felt that their actions can affect misbehaviour. The study will also investigate whether secondary school teachers´ experience that they in their Teaching Education learned to motivate students and manage misbehaviour. Six teachers were selected, having from 1 to 27 years of experience. Semi structured interviews were conducted with proposed questions. The findings from the interviews showed that the teachers experienced a relatively good level of discipline in the classroom. This is due to teachers’ experiences that students followed the rules in general. The majority of teachers interviewed felt that they in their education lacked to learn how to handle and prevent misbehaving students or how to motivate them in the classroom. They gained this knowledge from personal experiences and conversations with others. One conclusion to be drawn is that good planning allows for a good structure which can prevent the disorder in the classroom as students know what is expected of them.

This ethnographic study explores treatment practices and staff-resident interaction at a detention home for young men, drawing on video recorded conversations and interviews. It investigates ideological dilemmas inherent in the institutional setting and how these produce complex subject positions to uptake, negotiate or refuse. Study I explores a core treatment dilemma: coercion vs. freedom, involving the dual institutional goal of coercing residents into norm abiding behavior and of producing individuals who behave "properly" out of their own free will. It focuses on staff members’ talk about token economy, illuminating rhetorical resources deployed to avoid the troubled subject position of a disciplinarian. Study II investigates disciplinary humor, illuminating how humor is used both to impose and disrupt social order. It shows how staff members and youths skillfully deploy humor in negotiating local hierarchies related to authority, generation, and age. Humor was also found to be a useful way of navigating ideological dilemmas. Study III explores behavior modification practices, focusing on how selfassessment practices can be conceptualized as responsibilization that emphasizes self-regulation. It documents the participants’ engagement in strategic deployment of specific subject position relations, “young boy”-caregiver rather than delinquent-disciplinarian. In brief, the thesis shows that subject positions are essentially co-constructed, and how positions related to age are highly relevant in this institutional setting. Paradoxical aspects of subject positions provide discursive resources that can be deployed to navigate ideological dilemmas such as that of coercion vs. freedom, but also to handle issues of authenticity. / Denna etnografiska studie undersöker behandlingspraktiker och interaktion mellan personal och ungdomar på ett särskilt ungdomshem för unga män. Materialet består framförallt av videoinspelad interaktion och intervjuer. I studien utforskas ideologiska dilemman samt hur dessa producerar komplexa subjektspositioner att uppta, förhandla om eller neka. Studie I undersöker ett huvuddilemma: tvång vs. frihet, vilket involverar de dubbla institutionella målen att tvinga ungdomarna till önskvärt beteende och att producera individer som beter sig ”korrekt” av egen fri vilja. Fokus ligger på personalens tal om teckenekonomi och studien synliggör retoriska resurser som används för att undvika positionen ”disciplinär personal”. Studie II utforskar disciplinerande humor och synliggör hur humor används både för att skapa och omskapa den sociala ordningen. Studien visar hur personal och ungdomar skickligt använder humor i förhandlingar om lokala hierarkier relaterade till auktoritet, generation och ålder. Humor var också ett sätt att navigera ideologiska dilemman. Studie III undersöker beteendemodifieringspraktiker, med fokus på hur självutvärdering kan förstås som responsibilisering med fokus på själv-reglering. Studien dokumenterar deltagarnas strategiska användning av specifika subjektspositionsrelationer, ”liten pojke”-vårdare snarare än ungdomsbrottsling-disciplinär personal. Sammantaget visar avhandlingen att subjektspositioner i grunden är samkonstruerade och att positioner rörande ålder är ytterst relevanta i denna kontext. Paradoxala aspekter av subjektspositioner bidrar med diskursiva resurser vilka kan användas för att hantera ideologiska dilemman och för att hantera frågor rörande autenticitet.

Uppsatsens syfte är att undersöka förändringar och motiveringar inom aborträtten i Sverige från 1938 års abortlag till nutid samt undersöka på vilka sätt makt manifesterats inom dessa. Forskningsfrågan är att ta reda på hur förändringen och utformandet av makt över kvinnors kroppar ser ut i relation till aborträtten i Sverige. Detta undersöks genom en diskursanalys med teorier om biopolitik, biomedicin, feminism och en rättsociologisk diskussion om reproduktiv frihet. Studien avgränsar sig till abortfrågan inom Sverige utifrån Statliga offentliga Utredningar som primärkällor som behandlar aborträtten från Sveriges första abortlag 1938 till Sveriges nutid. Uppsatsens slutdiskussion klargör för vilka former av makt som manifesterats över kvinnors kroppar genom aborträtten. Uppsatsens slutsats visar därefter på en ständig reglering av kvinnors kroppar utifrån olika former av makt samt en väsentlig förändring i aborträtten av en makt som såg aborträtten som en befolkningsfråga till en makt som fokuserade alltmer på kvinnans självbestämmande. / The purpose of this essay is to examine changes and justifications within the abortion law in Sweden from the abortion law in 1938 to our present day as well as to investigate how different forms power has been manifested within these. The research question is to find out the change and forms of power over women’s bodies in relation to abortion rights in Sweden. The method used is a discourse analysis with theories of biopolitics, biomedicine, feminism and a legal sociological perspective regarding reproductive freedom. The delimitations are to focus on Sweden based on State Public Investigations as primary sources. The essay clarifies various forms of power that are manifested over women’s bodies. The conclusion of the essay demonstrates the constant regulation of women’s bodies as well as a significant change from abortion as a population issue to an increased focus on women’s self-determination.

This study presents a critical discourse-inspired analysis of written rules in Swedish primary schools, with the purpose to identify an image of an ”ideal student”. Swedish schools form local rules and regulations, where each pricipal is responsible for content and form. Therefore, an attempt is here made to find and discuss varations in the rules from different schools. The empirical findings are analysed with help of a theoretical framework based on Michel Foucault’s power theory, Norman Fairclough’s critical discourse analysis and Zygmynt Bauman’s views of ethics, morality and identity. The findings portray an ideal student who is kind, friendly and helpful to others. Some additional described ”good” behaviors, such as appropiate language and honesty, are here suggested to have cultural and traditional connotations. Variations in descriptions of preferred traits and practices are found in rules from different schools. With inspiration from Foucault and Bauman it is here argued that this can challenge the formation of school norms and student’s values.   Based on these findings and reflections, I suggest that school rules should represent essential educational and practical requirements and be communicated and formatted with clear purpose and possibilities for understanding and implementation.