InSwedenhaving a high degree of intelligence is controversial and giftedness is not always seen as an asset.  Twenty-four gifted adolescents from the high-IQ organization MensaSwedenresponded to questions about their sense of coherence as well as to open-ended questions about how their intelligence affected their lives in the contexts of school, friends, and family.  A thematic analysis of the open-ended questions was performed.  Most of the participants wrote about school being under-stimulating and not fitting them.  In the cases where school was seen as stimulating, this was due to individual teachers or school systems other than the traditional Swedish school.  In the context of friends, the adolescents felt support and viewed their friends as an important part of their lives, although good friends were hard to find, especially before secondary school.  Like friends, the family was mostly seen as a positive context where the adolescents could find support.  A majority of the participants felt they had trouble fitting in with people in general, with the exceptions of close friends and family.  The implications of these results are that the Swedish school system needs to be more flexible and that despite school being seen as negative in many cases, friends and family act as buffers to promote adolescents' well-being.

The aim of this study is to find out if dramatic structure is essential to the sitcom's ability to entertain and make audiences laugh. This study is a comparative analysis of the more humorous American situation comedy Friends and the less humorous Swedish situation comedy Svensson, Svensson. However, as no major structural flaws are found in either situation comedy the conclusion must be that dramatic structure does not impact on a sitcom's ability to amuse. / Denna uppsats undersöker huruvida den dramaturgiska strukturen är en förutsättning för att en situationskomedi ska fungera väl – det vill säga, vara underhållande och locka till skratt. I en komparativ analys av den mycket väl fungerande amerikanska situationskomedin Friends och den mindre bra svenska situationskomedin Svensson, Svensson framkom dock inga större strukturella brister hos något av analysobjekten. Följaktligen är inte den dramaturgiska strukturen avgörande för slutresultatets förmåga att roa.

Denna uppsats undersöker huruvida den dramaturgiska strukturen är en förutsättning för att en situationskomedi ska fungera väl – det vill säga, vara underhållande och locka till skratt. I en komparativ analys av den mycket väl fungerande amerikanska situationskomedin Friends och den mindre bra svenska situationskomedin Svensson, Svensson framkom dock inga större strukturella brister hos något av analysobjekten. Följaktligen är inte den dramaturgiska strukturen avgörande för slutresultatets förmåga att roa.   The aim of this study is to find out if dramatic structure is essential to the sitcom's ability to entertain and make audiences laugh. This study is a comparative analysis of the more humorous American situation comedy Friends and the less humorous Swedish situation comedy Svensson, Svensson. However, as no major structural flaws are found in either situation comedy the conclusion must be that dramatic structure does not impact on a sitcom's ability to amuse.   Nyckelord: situationskomedi, dramaturgisk struktur, socialrealistisk komedi, familj, Svensson, Svensson, Friends

<p>Mitt arbete handlar om hur franskstuderande elever i grundskolan skulle kunna använda sina kunskaper i engelska. Det engelska språket innehåller en mängd romanska ord, d.v.s. ord med franskt och latinskt ursprung. Således finns det många ord i franskan som eleverna känner igen från engelskan. Min uppfattning är att det borde underlätta för eleverna i franskinlärningen att utnyttja denna företeelse som en inlärningsstrategi och en kommunikationsstrategi. Att använda sina förkunskaper vid inlärning är för övrigt ett grepp som många lärare förespråkar. </p><p>Resultatet av min undersökning i fyra högstadieklasser visar att det finns en klar positiv attityd till denna form av ordinlärning, men också att den kan förefalla förvirrande för många elever. I min uppsats behandlar jag även ordinlärning i allmänhet samt vikten av att använda sina förkunskaper.</p>

Thesis (M.A.)--Boise State University, 2009. / Includes bibliographical references (leaves 106-108).

Thesis (M.P.A.)--Kutztown University of Pennsylvania, 2003. / Source: Masters Abstracts International, Volume: 45-06, page: 2935. Typescript. Abstract precedes thesis as preliminary leaves ii-iii. Includes bibliographical references (leaves 98-101).

Thesis (D. Min.)--Northern Baptist Theological Seminary, Lombard, Ill., 2002. / Abstract. Includes bibliographical references (leaves 248-256).

Thesis (Ph. D.)--Westminster Theological Seminary, Philadelphia, 2000. / Includes abstract. Includes vita. Appendix contains the full text of the four works analyzed, with added cross-references. Hypertext published on web site of Quaker Heritage Press. Includes bibliographical references (leaves 379-389).

BACKGROUND: Studies have shown that strong social networks have a positive effect on physical and psychological well-being. Research suggests that Internet use may affect social networks. However it is not clear if Internet use has a positive or negative effect on social networks. One theory suggests that Internet use displaces face-to-face contacts and off line social participation. Another theory suggests Internet use replaces high quality face-to-face ties with weaker online ties. Other studies however suggest the Internet has a positive effect on social networks. Because older adults have shrinking social networks, but may have more discretionary time than other age groups, the Internet may be a tool that can be used to strengthen social networks for this age group. METHODS: This study uses a sample from the 2004 wave of the Health and Retirement Survey to assess the association between Internet use and social networks. Age is tested for moderation of the association between Internet use and social networks. Oversampling and design effects of the sample are accounted for using weights and special procedures in SAS version 9.1. Univariate, bivariate and linear regression analyses are employed for the examination of associations and moderation. RESULTS: In regression models (n=2,284) considering a number of control variables, frequency of contact with friends, frequency of contact with family, and attendance at organizational meetings (not including religious services), were found to have a significant positive association with Internet use, while in-person contact with family members (other than children) had a significant negative association with Internet use. Age was not found to moderate any of the significant associations between Internet use and measures of social networking. CONCLUSIONS: Results suggest the Internet could be used as a tool in interventions designed to strengthen social networks for older adults and that policies to increase the availability of the Internet should be considered. Internet use is not associated with a decrease in social participation based on attendance of religious services or other organizations. The amount of time spent on Internet use is not considered in this study and is a limitation.

Bakgrund: Bakgrunden till denna studie är att tidigare forskning har visat att det finns många unga individer som kan beskriva känslan av att vara blyg och hur de lever med denna. Tidigare studier har varit inriktade på barn och ungdomar med målet att komma fram till en kategorisering av de unga, och det leder till att denna studie har en annorlunda vinkling av blyghet. Den teoriram som studien utgår ifrån är symbolisk interaktionism och social interaktion med begreppen generaliserande och signifikanta andra samt främre och bakre regioner. Syfte: Följande studie har som syfte att förstå hur barn och ungdomar ser på blyghet. Syftet är även att se hur unga individer hanterar blyghet i sina kamratrelationer under skoltiden. Frågeställningarna som har undersökts är: Hur beskriver barn och ungdomar blyghet?; Vilken betydelse har kamratrelationer för ungas sätt att hantera blyghet?; Vilka föreställningar finns om blyghet i situationer med nära och flyktiga relationer?; Hur upplever unga att blyghet hanteras genom strukturerade miljöer som i klassrummen, och i friare valda umgängesformer som under luncher, raster, innan och efter skolan? Metod: Genom att arbeta med semistrukturerade intervjuer där varje informant ges utrymme till att själv beskriva sina tankar och ord om blyghet i förhållande till kamratrelationer, tydlig-görs att utgångspunkten är en kvalitativ metod. En förståelse av att individer har egna sätt att se på fenomenet finns med under studien och det leder sedan fram till resultatet. Resultat och slutsatser: Resultaten visar att de tillfrågade barnen och ungdomarna hanterar blyghet på olika sätt, då en del väljer att hålla sig undan blyga människor och andra vill hjälpa dem. De har även egna ord på vad blyghet innebär, i och med att de flesta upplever det som ett negativt sinnestillstånd, medan några få informanter kan se det positiva med blyghet. Enligt dessa finns det nämligen fördelar med att som individ inte vilja vara i fokus hela tiden, att förstå andra samtidigt som en försiktighet hindrar den från att vara elak mot andra, och slutligen ser de en positiv aspekt av att blyghet gör att individen inte tjatar, utan i större utsträckning lyssnar. / Background: The background of this study is previous research has shown that there are sev-eral young individuals whom can describe shyness and how to live with it. Previous studies have had a focus on children and youth with the purpose of categorizing them, which leads this study to have a different approach to shyness. The study is based on symbolic interactionism and social interaction using the terms generalized others/significant others along with Front Stage/Back Stage. Aim: This study has an aim to understand how children and youth perceive shyness. The aim is also to see how young individuals handle shyness in friendships during school-hours. The leading questions which have been studied are: How does children and youths describe shyness?; To what degree does friendships affect young individuals ability to handle shyness?; Which conceptions about shyness exists in regards to close and transient relationships?; How does young individuals perceive how shyness is handled in structured environments such as in the classroom and in chosen relations with people such as lunch breaks, time between classes, before, and after school? Methods: By working with semi-structured interviews where each interviewee is freely able to describe their thoughts and words regarding shyness in relation to friendships, it's clarified that the basis of this study is qualitative. An understanding that individuals have their own perspec-tive on the phenomenon is incorporated into the study which leads to the result. Results and conclusions: The result shows that the interviewed children and youths handle shyness in different ways as some choose to keep away from shy individuals while others want to help them. They also have their own words to describe what shyness entitles since most find it to be a negative experience while some interviewees can see something positive with it. According to them there are advantages by not wanting to be in the spotlight, to understand others while caution prevents the person from being mean to them, and finally they find a positive aspect when shyness leads the individual to not badger, and instead listens to a greater extent.