Den här studien handlar om att lyfta och se på inkludering som fenomen i förskolans utomhusmiljö. Detta genom att se på vad pedagogerna beskriver kring hur fenomenet kommer till uttryck. Syftet är att fånga pedagogernas uppfattning kring vilka faktorer som samverkar för att inkludering ska komma till uttryck genom autoetnografisk metod.  Detta genom att se på vad de beskriver och hur de implementerar inkludering i förskolans utomhusmiljö. Resultatet visar att många faktorer tillsammans påverkar hur fenomenet inkludering framträder. I studien beskrivs faktorerna som framkommit och teman de härleder till. Studien visar att inkludering som fenomen landar i att var och en som är deltagare i den utomhusmiljö de befinner sig i, måste lära sig finnas i den unika situationen. Därigenom sker implementering av inkludering.  Finnas, handlar om att ta vara på varje barns unika upplevelse. Inkludering kan inte existera utan något som ger det en mening. Pedagogerna påverkas av förskolans utomhusmiljö och de objekt som finns tillgängligt, vilket speglas i deras synsätt. Pedagogerna belyser inkludering, utefter den diskurs de befinner sig i. Vi blir där vi är. / This study is about raising and looking at inclusion as a phenomenon in the preschool's outdoor environment. This is done by looking at what the educators describe about how the phenomenon is expressed. The purpose is to capture the educators' perception of factors that work together for inclusion to be expressed through autoethnographic methods. This by looking at what they describe and how they implant inclusion in the preschool's outdoor environment. The results show that many factors together affect how the phenomenon of inclusion emerges. The study describes the factors that have emerged and the themes they derive from. The study shows that inclusion as a phenomenon lands in that whoever is a participant in the outdoor environment they are in, must learn to exist in the unique situation. This implements inclusion. Existence is about taking advantage of each child's unique experience. Inclusion cannot exist without something that gives it meaning. The educators are affected by the preschool's outdoor environment and the objects that are available, which is reflected in their point of view. The educators shed light on inclusion, according to the discourse they are in. We become where we are.

Detta är ett fenomenografiskt arbete som har undersökt hur musiklärare som undervisar i årskurs 7-9 på grundskolor i Stockholm upplever hip-hop som ett kulturellt fenomen. Data har samlats in genom fyra semistrukturerade intervjuer med fokus på följdfrågor för att fånga upp så många unika och spontana beskrivningar som möjligt. Deltagarna är alla högskoleutbildade musiklärare i 30-50-årsåldern. Arbetets resultat består av framträdande sätt att uppleva fenomenet hip-hop på, som rubriceras i kapitel 5 under olika beskrivningskategorier. Dessa sammanfattas i det utfallsrum som tilldelas namnet Hip-hop: Kulturens oslipade diamant. Arbetets resultat visar att hip-hop upplevs som ett fenomen som har en tydlig utgångspunkt i “orten”, vilket i en hip-hopkontext syftar på till exempel utsatta områden som förorter där det bland annat förekommer utanförskap och utbredd grov kriminell verksamhet som ofta skildras i hip-hopmusiken. Dessa områden agerar som en slags “tryckkokare” där rå talang, oberoende av traditionella musikaliska förkunskaper och formell undervisning, koncentreras till de oslipade diamanter till artister vars autentiska och stötande uttryck formar en oemotståndligt lockande konstform för ungdomar som antingen delar samma erfarenheter av utanförskap, eller ungdomar som söker att ventilera det tabubelagda i ett allt mer “politiskt korrekt” samhälleligt samtalsklimat. / This is a phenomenographic study which aim was to study how music teachers who teach grades 7-9 at elementary schools in Stockholm, Sweden experience hip-hop as a cultural phenomenon. Data has been collected through four semi-structured interviews with a focus on follow-up questions to capture as many unique and spontaneous descriptions as possible. The participants are all university-educated music teachers aged between approximately 30-50. The results of the study consist of prominent ways that the teachers experience the phenomenon of hip-hop, which are labeled in chapter 5. These are then summarised under the label Hip-hop: Kulturens oslipade diamant (Hip-hop: Culture's diamond in the rough). In summary, the study's results show that hip-hop is experienced as a phenomenon which is heavily rooted i what is known as “orten”(Swedish slang for “the suburbs”), which in a hip-hop context refers to areas where there is segregation and widespread criminal activity that is often depicted in hip-hop music. These areas act as a kind of "pressure cooker" where raw talent, independent of traditional musical knowledge and formal education, is concentrated into diamonds in the rough. Artists whose authentic and offensive expression constitutes an irresistible art form for youth who either share the same experiences of segregation, or youth who simply seek to vent what is deemed taboo in an increasingly "politically correct" social climate.

Deception seems to be a vital part for special forces operations and a new prioritized task in the future. Despite that, is deception a phenomenon that is not taking an independent starting point in special operations theories. The purpose of this study is to contribute to the debate about the role of deception in special forces operations. This has been done by examining the extent to which Barton Whaley’s theory can explain the outcome of special operations. By analysing Operation Neptune’s Spear and Operation Gothic Serpent with Whaley’s theoretical framework, the conclusion is that deception can, to some extent, explain the outcome. The operations are opposites, one successful and the other unsuccessful. The result shows that deception is more common in the successful one. Despite this, the result suggest that more research is needed to draw relevant conclusions. One can only say that the result gives an indication about the role of deception in these kinds of operations.

The purpose of the study is to contribute knowledge about how 2-4-year-oldsexplore the physical phenomena of floating and sinking, and how a practicalactivity can contribute to development and learning. To respond to the study,observation was chosen as the method where a designed activity with thevariation theory as support was conducted in three groups of children, theactivity was then divided into four phases for us students to get a clearerstructure. The theory was made visible by making the phenomena the objectof learning in the exploration. The children themselves got to explore and thinkabout which aspects determined whether something floated or sank usingvariations on similar objects. The three activities were filmed and lateranalyzed using the research questions and categories that emerged using theanswers from the four phases.The result shows that it is possible to perform a float and sink activity with theyounger children in preschool. Something that connects to Jean Piaget´s stagetheory was that the youngest children stopped their exploration when theycame up with a hypothesis and they saw what was happening. Our result showsthat, when they are four years old, they start to come up with explanations forthe hypotheses they have given about how an object behaves in a certain wayin water. The most common thing that the children referred to was the weightof the object. They concluded that an object sank because it was heavy, butthey also reasoned that an object floated because it was heavy. This shows thatthey don’t have the answers fully but the thoughts and the will to understand. / Syftet med studien är att bidra med kunskap om hur 2–4-åringar utforskar defysikaliska fenomenen flyta och sjunka samt hur en praktisk aktivitet kan bidratill utveckling och lärande. För att möta studiens syfte valdes observation sommetod där en designad aktivitet med variationsteorin som stöd genomfördes itre barngrupper, aktiviteten delades sen in i fyra faser för oss studenter för attfå en tydligare struktur. Teorin synliggjordes genom att fenomenen blevlärandeobjektet i utforskandet. Barnen fick själva utforska och fundera på vilkaaspekter som avgjorde om något flöt eller sjönk med hjälp av variationer påföremål som liknade varandra. De tre aktiviteterna filmades och analyseradessenare med hjälp av studiens frågeställningar och kategorier som uppkom medhjälp av det som resultatet visade från de fyra faserna.Resultatet visar att det är möjligt att utföra en flyta och sjunka-aktivitet med deyngre barnen i förskolan. Något som knyter an till Jean Piagets stadieteori varatt de yngsta barnen stannar sitt utforskande vid att komma med en hypotesoch ser vad det är som händer. Först när de fyllt fyra år börjar de komma medförklaringar till de hypoteser de gett om hur ett föremål beter sig på ett visstsätt i vatten. Det vanligaste som barnen refererade till var föremålets vikt, dekom fram till att ett föremål sjönk för att det var tungt men de resonerade ävenatt ett föremål flöt för att det var tungt. Detta visar på att de inte har svaren heltmen funderingarna och viljan att förstå finns.

The maximum length of an high voltage underground cable (HV UGC) cable is oftenconstrained by the criterion that the cable cannot have more than 50% reactivepower compensation. If this limit is exceeded the current in the circuit breaker maynot have a zero crossing after energization, which is referred to as the zero missingphenomenon. This is problematic if a fault occur shortly after energization. Inthe past 10 years, different methods have been proposed which would allow greaterreactive power compensation. These methods either prevent the zero missing phenomenon(preventive methods) or provide a way to open the circuit breaker if afault occurs (handling methods).A new 200 km, 220 kV line has been proposed in Iceland referred to as Sprengisandslína.One proposed option is to build it as an OHL-UGC-OHL line as the voltagecriteria is not fulfilled if Sprengisandslína is built as an UGC with a 50% reactivepower compensation. The aim of this thesis is to see whether the zero missing phenomenoncan be avoided by implementing countermeasures - this gives a preliminaryresults whether Sprengisandslína can be built as an UGC. In this thesis the four differentpreventive methods are analyzed with a transient study for Sprengisandslína:(1) Pre-insertion resistor, (2) simultaneous synchronized switching, (3) synchronizedswitching where the cable is energized before the shunt reactor, and (4) synchronizedswitching where the shunt reactor is energized before the cable.Preliminary steady state studies were performed to determine the minimum numberof shunt reactors needed to fulfill the voltage criteria. The results showed thatthe minimum number needed were three assuming they are all of equal size locatedevenly along the cable (one at each end and one in the middle). Additionally, it isnecessary to see whether the generators would become underexcited if the cable isiiienergized with 100% reactive power compensation as it can reduce the lifetime ofthe generators. The results showed that the generators did not become underexcited.The countermeasure of synchronized switching where the shunt reactor is energizedbefore the cable and the countermeasure of simultaneous synchronized switchingwere shown to eliminate the zero-missing phenomenon when the cable was energizedwith 100% reactive power compensation. Synchronized switching where theshunt reactor is energized before the cable was seen to have lower switching overvoltages,21% higher than the nominal value, and the lower inrush current of 2.38kA. However, the method of simultaneous synchronized switching is cheaper andthe switching overvoltages and inrush current were within an acceptable margin(switching overvoltages were 35:9% higher than the nominal value and the inrushcurrent was 4.01 kA).The results of the study indicate that Sprengisandslína can be energized as an UGCwith 100% reactive power compensation if either the countermeasure of simultaneoussynchronized switching or synchronized switching where the shunt reactor isenergized before the cable are used. However, a detailed frequency study must beperformed before either of the countermeasures can be recommended. / Högsta längden på en högspänning underjordisk kabel begränsas ofta av de kriteriersom kabeln inte kan ha mer än 50% reaktiv effektkompensation. Om denna gränsöverskrids kan strömmen i strömbrytaren inte ha noll genomgang efter aktivering,kallad noll saknad fenomen. Detta är problematiskt om ett fel inträffar strax efteraktivering. Under de senaste 10 åren har olika metoder föreslagits, vilket skullemöjliggöra större reaktiv effektkompensation. Dessa metoder hindrar antingen detnollbristande fenomenet (förebyggande metoder) eller ger ett sätt att öppna strömbrytarenom ett fel uppstår (hanteringsmetoder).En ny 200 km, 220 kV linje har föreslagits på Island kallad Sprengisandslína. Ettföreslaget alternativ för att den här linjen ska byggas är att bygga den som en OHLUGC-OHL-linje, eftersom spänningskriterierna inte är uppfyllda om Sprengisandslínaär byggt som en UGC med en 50% reaktiv effektkompensation. Syftet meddenna avhandling är att se huruvida det saknade fenomenet kan undvikas genomatt genomföra motåtgärder - detta ger ett preliminärt resultat om Sprengisandslínakan byggas som en UGC. I denna avhandling analyseras de fyra olika förebyggandemetoderna med en övergående studie för Sprengisandslína: (1) Förinsättningsresistor,(2) Synkroniserad samtidigkoppling, (3) Synkroniserad inkoppling där kabelnaktiveras före shuntreaktorn och (4) ) synkroniserad inkoppling där shuntreaktornaktiveras före kabeln.Preliminära steady state studier utförs för att bestämma det minsta antalet shuntreaktorersom behövs för att uppfylla spänningskriterierna. Resultaten visade att detminsta antalet som behövdes var tre förutsatt att de alla är lika stora som liggerjämnt längs kabeln (en i varje ände och en i mitten). Dessutom är det nödvändigtatt se om generatorer skulle bli underexiterad om kabeln är energiserad med 100%iiiivreaktiva effektkompensation eftersom det kan minska generatorns livslängd. Resultatenvisade att generatorer inte blev underexiterad.Motståndet för synkroniserad omkoppling där shuntreaktorn aktiveras före kabelnoch motmätningen av samtidig synkroniserad omkoppling visades för att elimineradet nollmissande fenomenet när kabeln aktiverades med 100% reaktiv effektkompensation.Synkroniserad omkoppling där shuntreaktorn aktiveras innan kabeln visadesig ha lägre omkopplingsvolymer, 21% högre än nominellt värde och den lägre inbrusningsströmmenpå 2,38 kA. Metoden för samtidig synkroniserad omkopplingär emellertid billigare och omkopplingsvolymen och inströmmen var inom en acceptabelmarginal (omkopplingsvolymer var 35; 9% högre än nominellt värde ochinströmningsströmmen var 4,01 kA).De resultaten av studien indikerar att Sprengisandslína kan energiseras som en UGCmed 100% reaktiv effektkompensation om antingen motspelet av samtidig synkroniseradomkoppling eller synkroniserad omkoppling där shuntreaktorn aktiveras innankabeln installeras. En detaljerad frekvensstudie måste dock utföras innan någon avmotåtgärderna kan rekommenderas.

The purpose of this study is to examine children's intra-active relations with sounds in an explorative work at a preschool (1-to 2-year old children) analyzed through the lens of agential realism (Barad 2007, 2008), and to examine its didactical effects. This study has a transdisciplinary and cross-disciplinary design based on preschool didactics and the natural sciences, mainly physics andbiology. Research data consist of pedagogical documen-tation in the form of a short video sequence generated in a preschool sound project. An agential realistic approach in this study means an analysis of how sound is produced intra-actively in children's play and exploration in a pre-school. Barad’s agential realism also defines specific ethical stances for both the researcher’s involvement in the production of knowledge and the ethical implications of what that new knowledge and reality reveals(Barad 2007, 2008). The results of this study demonstrate the possibility to work with young preschool children around sound and how sound can be understood as a significant partner in children's play and exploration. This work ́s transdis-ciplinary goal, which is to work across the boundaries of preschool practice and scientific theory, contributes new knowledge about how sound vibration, frequency, loudness, hearingand acoustics intra-acts with children ́sbodies, feelings and thoughtsand the educational environmentsand discourses that children face in preschool. This study's specific impact on practice is that preschool staff can gain a greater understanding on the significance and im-pact of furnishings, architecture and organization according to time and place on how children express themselves and explore sound as a material-discursive phenomenon.

<p>Cilj: Kod trećine bolesnika sa akutnim ST-eleviranim infarktom (STEMI) nakon primarne angioplastike (pPCI) razvije se postinfarktno remodelovanje leve komore (LK). Cilj istraživanja je nalaženje ranih prediktora post-infarktnog remodelovanja leve komore nakon akutnog STEMI i pPCI. Metodologija: Uključeno je 210 ispitanika sa prvim akutnim STEMI prednjeg zida, lečenih pPCI. Urađena je ehokardiografija u prva 24h, a zatim nakon 6 meseci, kada su ispitanici podeljeni u 2 grupe: ispitivanu sa remodelovanjem (n=55; 26%) i kontrolnu bez remodelovanja (n=155; 74%). Ispitanici su klinički praćeni godinu dana. Rezultati i dikusija: Multivarijantnom regresionom analizom, kao najsnažniji rani prediktori post-infarktnog remodelovanja izdvojili su se: postojanje &quot;no reflow&quot; fenomena nakon pPCI (OR=30.0 95% CI, p&lt;0.0001), pojava dijastolne disfunkcije u prva 24h (OR=27.7 95% CI, p&lt;0.0001), povećan dijametar leve pretkomore - LA (OR=5.0 95% CI, p=0,044) i srčana slabost na prijemu - Killip klasa 2-4 (OR=3.4 95% CI, p=0.003.). Univarijantnom regresionom analizom, snažni prediktori su neadekvatna rezolucija ST segmenta - STR (OR 2.0 95% CI, p=0.024) i zbirni indeks zidne pokretljivosti &ndash; WMSI &gt;2 (OR 21.6 95% CI, p&lt;0.0001). Totalno ishemijsko vreme nije imalo uticaja na post-infarktno remodelovanje (p=0.546). Tokom jednogodi&scaron;njeg praćenja ispitanici sa post-infarktnim remodelovanjem su imali značajno veću incidencu glavnih neželjenih kardiolo&scaron;kih događaja: rehospitalizacija (61.8% vs 22.6%; p&lt;0.0001) / najvi&scaron;e rehospitalizacija zbog srčane slabosti (40% vs 2.6%; p&lt;0.0001), sa mortalitetom 5.5%/; reinfarkta (20% vs 7.1%; p=0.007); rekoronarografija (45.5% vs 18.1%; p&lt;0.0001); revaskularizacija (30.9% vs 11%; p=0.001). Zaključak: Kod pacijenata sa akutnim STEMI prednjeg zida lečenih pPCI, pojava &quot;no reflow&quot; fenomena, dijastolne disfunkcije, povećana LA i srčana slabosti na prijemu su najjači rani nezavisni prediktivni faktori za nastanak post-infarktnog remodelovanja. Značajni prediktori su i neadekvatna STR i WMSI&gt;2. Pacijenti sa post-infarktnim remodelovanjem imaju veću incidencu glavnih neželjenih kardiolo&scaron;kih događaja i mortaliteta.</p> / <p>Objective: Patients with ST-elevated myocardial infarction (STEMI) treated by primary angioplasty (pPCI) will develop left ventricular (LV) remodeling in one third of the cases. The purpose of this study is to determine early predictors of LV remodeling after acute STEMI and pPCI. Methods: 210 patients with a first acute anterior STEMI treated by pPCI were included. All participants underwent echocardiography in the first 24hrs and again after 6 months, after which they were divided into two groups: remodeling (n=55; 26%) and nonremodeling (n=155; 74%). Results and discussion: The most powerful independent early predictors were: &quot;no reflow&quot; after pPCI (OR=30.0 95% CI, p&lt;0.0001), diastolic dysfunction in the first 24hrs (OR=27.7 95% CI, p&lt;0.0001), increased diameter of the left atrium - LA (OR=5.0 95% CI, p=0.044) and at admission Killip class 2-4 (OR=3.4 95% CI, p=0.003), by multivariant regression analysis. Also, strong predictors were incomplete ST-resolution - STR (OR 2.0 95% CI, p=0.024) and Wall motion score index - WMSI &gt;2 (OR 21.6 95% CI, p&lt;0.0001), by univariant regression analysis. Total ischaemic time had no influence on LV remodeling. The group with remodeling had more frequent major adverse cardiac events (MACE) during one year follow-up: re-hospitalisation (61.8% vs 22.6%; p&lt;0.0001) / mostly re-hospitalisation due to heart failure (40% vs 2.6%; p&lt;0.0001) and mortality 5.5%; reinfarction (20% vs 7.1%; p=0.007); recoronagraphy (45.5% vs 18.1%; p&lt;0.0001); revascularisation (30.9% vs 11%; p=0.001). Conclusion: For the patients with a first acute anterior STEMI, treated by pPCI, development of &quot;no reflow&quot; after pPCI, diastolic dysfunction, increased LA and heart failure on admission are the most powerful early independent predictors for LV remodeling. Incomplete STR and WMSI&gt;2 are strong predictors too. Remodeling patients will have a more frequent incidence of MACE and mortality.</p>

The present investigation discusses the phenomenological concept of the phenomenon through an interpretation of the meaning of the negativity of the phenomenon in the philosophical works of Martin Heidegger, Jan Patočka and Eugen Fink. This negativity is thematised in terms of a loss and a privation that leads to a description of the appearing of the phenomenon as a sublime event, which exposes existence to an absence of meaning. A formulation of the absence in question as a dynamic movement of existence opens a new perspective on what it means to do phenomenology: phenomenological thinking does not begin with the immediate givenness of appearance, but through the trembling of meaning in the experience of a loss of the phenomenon. / Denna avhandling belyser fenomenologins fenomenbegrepp genom en tolkning av dess i förhållande till framträdelsen negativa innebörd i Martin Heideggers, Jan Patočkas och Eugen Finks filosofiska författarskap. Fenomenets negativitet tematiseras i termer av ett berövande och en förlust av fenomenet. Förståelsen av detta fördjupas stegvis, och leder fram till en beskrivning av fenomenets framträdande som en sublim tilldragelse. Denna tilldragelse exponerar existensen inför en frånvaro av mening. En formulering av frånvaron ifråga som en dynamisk rörelse av existensen öppnar för ett nytt perspektiv på vad det innebär att bedriva fenomenologi: fenomenologiskt tänkande börjar inte med framträdelsens omedelbara givenhet, utan genom erfarenheten av en förlust av fenomenet som skakar om den givna meningen.

Inledning: Agila metoder är ett etablerat arbetssätt inom IT och systemutveckling som nu tagit sig in i andra sammanhang, däribland i HR-funktioner där det benämns agil HR. För att förklara hur idéer förändras när de landar i olika sammanhang brukar begreppet översättning införas, där översättning av en idé kan ta olika form beroende på det sammanhang som det hamnar i. Fält förklaras inom nyinstitutionell teori som ett område eller interaktioner inom en specifik domän. En allt vanligare företeelse idag är att fält tenderar att interagera varpå nya praktiker uppstår. Syfte: Syftet med studien är att utifrån ett nyinstitutionellt perspektiv öka förståelsen för fältinteraktioners uppkomst och deras påverkan på idéers översättning. Metod: Studien har ett nyinstitutionellt samt hermeneutisk perspektiv och har genomförts med en kvalitativ metod. En fallstudie har utförts där intervjuer har varit den primära datainsamlingsmetoden med totalt tolv medverkande. Tillsammans täcker de diskursen kring agil HR, där även sekundärdata i form av bloggar och hemsidor har använts. Slutsats: Studien visar att agil HR har uppkommit genom fältinteraktioner hos fältet IT och fältet HR. Inom denna fältinteraktion kan två arenor urskiljas vilka har olika beroenden till fältet IT, som resulterat i olika översättningar av agil HR. Olikheterna förklaras av institutionella och situationsspecifika drivkrafter i omgivningen vilka skapar olika beroenden samt maktobalanser inom arenorna. Beroendet skapas antingen via en integrationsmekanism eller som en kedjereaktion av redan existerande beroenden. / Background: Agile methods is an established approach within IT and software development that has recently appeared in other contexts, in HR-functions named Agile HR. To explain how ideas travel and land in different situations, the concept of translation is usually introduced. Translation of an idea means that an idea can take different appearance depending on the situation. Fields are explained in institutional theory as an area, or interactions within a specific domain. An increasingly common phenomena today is that fields interact and when so, new practices can emerge. Aim: The aim of the study is to, from an institutional perspective, increase the understanding of the emergence of field interaction and its impact on the translation of ideas. Methodology: The study has taken an institutional and hermeneutic perspective and has been conducted with a qualitative method. A case study has been completed where interviews have been the primary method of data collection, with twelve participants in total. Together they cover the discourse about Agile HR. Secondary data from blogs and webpages have also been used. Conclusion: The study conclude that Agile HR emerge from interactions between the field IT and the field HR. Within the field interaction two arenas being identified with different dependence to the interacting field IT. This generates different translations of Agile HR. The differences are being explained by institutional and contingency factors within the environment that create power asymmetries. The dependence emerge from an integration mechanism or from a chain reaction of already existing dependence.

The aim of this study is to investigate how preschool children, aged 3-5 years, create meaning of static electricity in an activity led by a pedagogue, how this is expressed and what part the pedagogue takes in children’s meaning making. The method used was participant observation and video camera was used to document a designed activity. The observations took place at four occasions with four different groups and the observations was conducted in different rooms of various sizes, which were provided by the preschool. Equipment used in this study are: Balloons, pvc-pipes, salt, different kinds of papers, aluminum cans and thin plastic bags. Results in this study show that the children create meaning of the activity first and foremost by exploring interplay and conversations. They solve the task at hand working together and with support of the pedagogue. The role of pedagogue in the children’s meaning making is to present tasks which have moderate levels of difficulties, and to direct the children’s focus by using questions concerning the current phenomenon. In so doing, they support the children to succeed. Factors of importance for the children’s meaning making is to be given the opportunity to explore, their curiosity, joy and being heard.