SAMMANFATTNING Bakgrund: Fysisk aktivitet främjar hälsan och medför positiva effekter för kroppen. Barns och ungdomars fysiska aktivitet påverkas av olika faktorer på individ- och omgivningsnivå. Faktorerna interagerar med varandra och påverkar den fysiska aktiviteten på olika sätt och i varierande grad, faktorerna kan delas in i olika system i den Ekologiska systemteorin. Det kan exempelvis handla om föräldrars och vänners attityder och hur den fysiska miljön är utformad. Syfte: Syftet med denna studie var att utifrån ett Ekologiskt systemteoretiskt perspektiv undersöka 20-åringars upplevelse av vilka faktorer som har haft betydelse för hur fysiskt aktiva de har varit från 11-års ålder fram till idag. Metod: Studien genomfördes med en kvalitativ design med induktiv ansats. Fem deltagare intervjuades utifrån en intervjuguide innehållande semistrukturerade frågor. Kvalitativ innehållsanalys användes för att analysera och tolka materialet. Resultat: Analysen resulterade i 4 kategorier med 14 underkategorier. Kategorierna blev: ”Engagemang i idrotten påverkas av inre känslor och yttre krav”, ”Att vara en del av gemenskapen”, ”Den fysiska miljön och de socioekonomiska förutsättningarnas inverkan” och ”Andra möjliga påverkande faktorer på utövande”. Slutsats: Resultatet visade att de faktorer som har störst påverkan finns inom micro- och exosystemen. Faktorerna varierar med åldern och innefattar främst föräldrar, vänner och tillgänglighet. / ABSTRACT Background: Physical activity promotes health, and will have positive effects for the body. Children and adolescents physical activity is influenced by different factors at individual and environmental level. The factors integrate with each other and affect the physical activity in different ways and can be divided into different systems according to the ecological systems theory. It could for example involve the attitudes of parents and friends and how the physical environment is designed. Aim: Based on Ecological systems theory the purpose of this study is to examine 20-yearolds experience of which factors that have had an impact on their physical activity from 11 years old until today. Method: The study was conducted with a qualitative design with inductive approach. Five participants were interviewed based on an interview guide containing semi-structured questions. Qualitative content analysis was used to analyze and interpret the material. Result: The analysis resulted in 4 categories with 14 subcategories. The categories were: "Involvement in sport is affected by internal feelings and external demands", "Being a part of the community", "The impact of physical environment and socioeconomic conditions" and "Other possible factors affecting the activity". Conclusion: The result showed that the factors with the greatest impact is within the micro and exosystems. The factors varies over time and focuses on parents, friends and availability.

<p>Abstract</p><p>Birgitta Norberg Brorsson. 2007. Man liksom bara skriver. Skrivande och skrivkontexter i grundskolans år 7 och 8. (You just kind of write. Writing and writing contexts in the years 7 and 8 of the compulsory school).</p><p>This thesis deals with writing and writing contexts in the latter part of the Swedish compulsory school and with the interrelationship between the individual and the context, between the pupil, the teacher, the instruction of writing in the short and long perspective and the school as organization and institution. The general aim of the study is to deepen the understanding of school writing and its conditions by describing, analysing and interpreting the writing instruction from the teachers’, the pupils’ and my own perspectives. Fieldwork for my ethnographic study was conducted in two parallel classes, 36 pupils in all, over three terms in which all texts written during Swedish lessons were gathered. The theoretical framework is the sociocultural approach based on research by Vygotsky and Bachtin. Six texts written by three pupils regarding structure, style and teacher’s written response and the instruction in connection with the writing are analysed. The instruction in the long perspective is analysed with regard to what extent it offered the pupils coherence in their studies. To analyse the instruction in an organizational and institutional view concepts from Berg’s studies on school cultures and Langer’s research on effective American schools are used.</p><p>One major result is that the task, the receiver, the teacher’s response and the non-dialogic classrooms are factors with great impact on the pupils’ texts. Most tasks require that the pupil’s private, personal life and experiences are focused, e.g. in the many narrative texts, whereas discursive texts are not represented at all in the material. The instruction in the long perspective can in the main be characterised as catalogues, i.e. it does not lead to knowledge-in-action and is similar to Swedish as a proficiency subject. As to teacher response it is not possible to see any progression during the three terms but the same aspects are commented on in most texts in both classes and do not improve the texts. The culture and traditions of the school are important influencing factors in the teaching. One reason for this is the lack of in-service training of the teachers when the new steering system of the Swedish school was introduced in the middle of the 1990’s. When organizations undergo fundamental changes traditions seem to exercise greater influence on actors than otherwise. Time has great impact on school activities and three conflicting concepts of time are present at school: the pupil’s activity time, the teacher’s linear time and the institutional time. The work teams play a vital role for the teachers but the care of the pupils take most of their time. Pedagogic and didactic discussions are rare and subject matters have no forum at all. Many of the factors in the writing contexts are institutionally influenced and hence difficult to change but teachers and pupils are actors in school as organization and institution. This means that they can reproduce or transform the structures. In this there are developmental potentials.</p><p>Key words: compulsory school, writing contexts, school genres, structure, style, response, knowledge-out-of-context, individual, narrative, in-service training, subject didactics, time, work teams, institution</p>

<p>Bakgrunden till uppsatsen är att jag vill titta närmare på hur man bygger ett framgångsrikt ishockeylag, där man får ut det mesta av varje individ för att på så vis bilda en svårslagen enhet samt hur en coach kan arbeta för att skapa ett klimat som uppmuntrar till utveckling, både på isen och vid sidan om.</p><p>Syftet med uppsatsen är att utforska den vetenskapliga kunskap som finns om hur ett lag och dess individer kan coachas samt ta reda på hur elitseriecoacher arbetar för att coacha laget och individen och hur elitseriespelare vill att coachen ska agera.</p><p>Följande frågeställningar ligger till grund för mitt arbete:</p><ul><li>Hur arbetar elitseriecoacher i ishockey med att coacha individen och laget?</li><li>Hur vill elitseriespelare att en coach ska coacha individen och laget?</li></ul><p>Undersökningen består av kvalitativa intervjuer med ett urval av Elitseriens coacher. För att jag också ska få en bild av hur en elitseriespelare upplever att coacherna agerar samt hur de vill att de ska agera, så kommer också intervjuer med ett urval av elitserielagens lagkaptener att genomföras.</p><p>Undersökningens resultat visar att mycket av den kunskap som finns i den vetenskapliga forskningen om coaching också återfinns i intervjupersonernas svar. Enligt intervjupersonerna ser den moderna ishockeycoachen väldigt annorlunda ut, jämfört med den traditionella. Framförallt betonades detta av spelarna, samtidigt som coacherna genom sina svar också visade prov på att det finns en stor medvetenhet om hur coaching kan bedrivas, både när det gäller laget som helhet och den individuella spelaren. Den vetenskapliga kunskapen tycks praktiseras även ute i verkligheten, även om den ibland kan ta sig olika former eller anpassas till de regler och normer som gäller inom ishockeyns värld. Jag upplever att de coacher som finns med i undersökningen arbetar på ett sätt som stämmer väl överens med hur spelarna i undersökningen vill att coachen ska agera. Det var också tydligt att de uppskattade den nya moderna coachingen mer än den gamla stilen.</p> / <p>The background to this essay is that I want to have a closer look at how a coach can get the most out of every individual in order to form a successful ice hockey team as well as how a coach can work to create a climate that encourages progress, both on and off the ice.</p><p>The purpose of the essay is to explore the scientific knowledge that exists about coaching a team and its individuals as well as finding out how Elite League coaches work with coaching the team and the individual and how Elite League players would like the coach to act.</p><p>The study is based on these questions:</p><ul><li>How do Elite League coaches work with coaching the individual and the team?</li><li>How would Elite League players like their coach to work with coaching the individual and the team?</li></ul><p>The study consists of qualitative interviews with at sample of Elite League coaches. To get an idea of how Elite League players experience their coaches’ behavior and how the players would like the coaches to act, qualitative interviews will also be conducted with a sample of the Elite League teams’ players. These players are the player captains of their respective teams.</p><p>The result of the study shows that a lot of the knowledge prevalent in scientific research are also figuring in the responses I got through my interviews. The respondents made it clear that the modern ice hockey coach is very different from the traditional ice hockey coach. This point was stressed the most by the players, while the coaches showed through their responses that the awareness of how coaching can be practiced is high, both regarding the team as a whole and the individual player. The scientific knowledge is seemingly also practiced in reality, although it may take a variety of different forms or be adapted to the rules and norms in the world of ice hockey. My apprehension was that the coaches of the study to high degree coached in a way that consisted with how the players of the study wanted their coach to act. It was also clear that the players appreciated the new modern style of coaching more than the traditional style.</p><p> </p><p> </p>

<p>During the last decade, there has been a renewed interest in physicians´ working conditions at a time when health care is undergoing major structural and financial changes. Physicians report decreasing work satisfaction and at the same time increasingly contemplate on leaving their profession. Despite an increasing proportion of female physicians, they are underrepresented in management positions. Very often, female physicians also report worse personal health and less organisational influence than their male colleagues. Management programs have been viewed as an important vehicle to improve working conditions and career development for female physicians.</p><p>The aim of the present thesis was to evaluate the effects on individual health, professional development, perception of organisational structure and career development. Fifty-two female physicians participated in structured 1-year management programs. The control group consisted of 52 physicians not participating in any formal management education during the study period. The female physicians were compared with 157 male physicians in order to evaluate possible gender and manager-reported differences on individual and organisational well-being. The study also assessed occupational predictors of individual well-being, health and professional development for managers.</p><p>Participants in management programs reported a clearer organisational structure and improved professional development and influence. However, there were no significant effects with regard to health, sickness absenteeism, nor career development. Male and female physicians differed in several areas when assessed as a group, but stratifying for management level, most of the gender-related differences disappeared. When managers rated clearer organisational structure, this was associated with higher ratings on individual well-being and professional development.</p><p>Management programs for female physicians might have some beneficial effects but these programs need to be better defined and targeted to the most important issues at hand to recruit future managers. Furthermore, these programs must be better integrated with other processes to create efficient and able managers.</p>

During the last decade, there has been a renewed interest in physicians´ working conditions at a time when health care is undergoing major structural and financial changes. Physicians report decreasing work satisfaction and at the same time increasingly contemplate on leaving their profession. Despite an increasing proportion of female physicians, they are underrepresented in management positions. Very often, female physicians also report worse personal health and less organisational influence than their male colleagues. Management programs have been viewed as an important vehicle to improve working conditions and career development for female physicians. The aim of the present thesis was to evaluate the effects on individual health, professional development, perception of organisational structure and career development. Fifty-two female physicians participated in structured 1-year management programs. The control group consisted of 52 physicians not participating in any formal management education during the study period. The female physicians were compared with 157 male physicians in order to evaluate possible gender and manager-reported differences on individual and organisational well-being. The study also assessed occupational predictors of individual well-being, health and professional development for managers. Participants in management programs reported a clearer organisational structure and improved professional development and influence. However, there were no significant effects with regard to health, sickness absenteeism, nor career development. Male and female physicians differed in several areas when assessed as a group, but stratifying for management level, most of the gender-related differences disappeared. When managers rated clearer organisational structure, this was associated with higher ratings on individual well-being and professional development. Management programs for female physicians might have some beneficial effects but these programs need to be better defined and targeted to the most important issues at hand to recruit future managers. Furthermore, these programs must be better integrated with other processes to create efficient and able managers.

Research now shows that the Individual Educational Programs (IEP) are dominated by individual- oriented actions. This despite the fact that the school`s policy documents advocate that IEP should be viewed in context of the school`s activities. Support must be seen from a holistic perspective and the student`s difficulties will be related to the whole school environment. In an attempt to understand why the individual- oriented actions are still there, I have studied how specific IEP are formulated, and how it relates to the school`s policy documents. In the study, I used discourse theory as a method. By examining the I E P in educational activity, I wanted to find the meaning with which the concept of individual, group and organizational level were filled. The results show that the IEP in comparison with the policy documents mainly differ on the definition of group and organizational level. The three levels individual, group and organizational level do appear as headlines in all IEP. But the prominent fact is that the measures are formulated so that in practice they still get individualized no matter on which level they are described. / Forskningen idag visar att åtgärdsprogrammen domineras av individinriktade åtgärder. Detta trots att skolans styrdokument förordar att arbetet med åtgärdsprogram ska ses i ett sammanhang till skolans hela verksamhet. Stödet ska ses ur ett helhetsperspektiv och elevens svårigheter ska sättas i relation till hela skolmiljön. I ett försök att förstå varför de individinriktade åtgärderna fortfarande råder har jag studerat hur konkreta åtgärdsprogram är formulerade, och hur den formuleringen förhåller sig till skolans styrdokument. I studien använde jag mig av diskursteori som metod. Genom att undersöka åtgärdsprogram i pedagogisk verksamhet ville jag få syn på vilken innebörd individ – grupp - samt organisationsnivå fyllts med. Resultatet visar att åtgärdsprogrammen i jämförelse med styrdokumentens riktlinjer främst skiljer sig åt vad gäller definitionen av grupp- och organisationsnivå. De tre nivåerna individ - grupp - och organisationsnivå finns visserligen med som rubrikform i samtliga åtgärdsprogram. Men det framträdande är att åtgärderna formuleras så att de i praktiken ändå blir individinriktade oavsett under vilken nivå de beskrivs.

Bakgrunden till uppsatsen är att jag vill titta närmare på hur man bygger ett framgångsrikt ishockeylag, där man får ut det mesta av varje individ för att på så vis bilda en svårslagen enhet samt hur en coach kan arbeta för att skapa ett klimat som uppmuntrar till utveckling, både på isen och vid sidan om. Syftet med uppsatsen är att utforska den vetenskapliga kunskap som finns om hur ett lag och dess individer kan coachas samt ta reda på hur elitseriecoacher arbetar för att coacha laget och individen och hur elitseriespelare vill att coachen ska agera. Följande frågeställningar ligger till grund för mitt arbete: Hur arbetar elitseriecoacher i ishockey med att coacha individen och laget? Hur vill elitseriespelare att en coach ska coacha individen och laget? Undersökningen består av kvalitativa intervjuer med ett urval av Elitseriens coacher. För att jag också ska få en bild av hur en elitseriespelare upplever att coacherna agerar samt hur de vill att de ska agera, så kommer också intervjuer med ett urval av elitserielagens lagkaptener att genomföras. Undersökningens resultat visar att mycket av den kunskap som finns i den vetenskapliga forskningen om coaching också återfinns i intervjupersonernas svar. Enligt intervjupersonerna ser den moderna ishockeycoachen väldigt annorlunda ut, jämfört med den traditionella. Framförallt betonades detta av spelarna, samtidigt som coacherna genom sina svar också visade prov på att det finns en stor medvetenhet om hur coaching kan bedrivas, både när det gäller laget som helhet och den individuella spelaren. Den vetenskapliga kunskapen tycks praktiseras även ute i verkligheten, även om den ibland kan ta sig olika former eller anpassas till de regler och normer som gäller inom ishockeyns värld. Jag upplever att de coacher som finns med i undersökningen arbetar på ett sätt som stämmer väl överens med hur spelarna i undersökningen vill att coachen ska agera. Det var också tydligt att de uppskattade den nya moderna coachingen mer än den gamla stilen. / The background to this essay is that I want to have a closer look at how a coach can get the most out of every individual in order to form a successful ice hockey team as well as how a coach can work to create a climate that encourages progress, both on and off the ice. The purpose of the essay is to explore the scientific knowledge that exists about coaching a team and its individuals as well as finding out how Elite League coaches work with coaching the team and the individual and how Elite League players would like the coach to act. The study is based on these questions: How do Elite League coaches work with coaching the individual and the team? How would Elite League players like their coach to work with coaching the individual and the team? The study consists of qualitative interviews with at sample of Elite League coaches. To get an idea of how Elite League players experience their coaches’ behavior and how the players would like the coaches to act, qualitative interviews will also be conducted with a sample of the Elite League teams’ players. These players are the player captains of their respective teams. The result of the study shows that a lot of the knowledge prevalent in scientific research are also figuring in the responses I got through my interviews. The respondents made it clear that the modern ice hockey coach is very different from the traditional ice hockey coach. This point was stressed the most by the players, while the coaches showed through their responses that the awareness of how coaching can be practiced is high, both regarding the team as a whole and the individual player. The scientific knowledge is seemingly also practiced in reality, although it may take a variety of different forms or be adapted to the rules and norms in the world of ice hockey. My apprehension was that the coaches of the study to high degree coached in a way that consisted with how the players of the study wanted their coach to act. It was also clear that the players appreciated the new modern style of coaching more than the traditional style.

This scientific essay is based on a self experienced situation from my work in after-school activities. Suddenly I find myself in a situation that is not thought through were the only goal is to transfer the students in the school area. I am asking them to stand in line to go to the lunch cafeteria. An obstacle occurs when the students fail or refuses to stand in line, which demands me to reflect over what just has happened. Through this I am stimulated to increase my understanding of the situation. The purpose of this essay is to investigate effects in the initially unreflected structure which is being used in afterschool activities. The standing in line is here used as a representation of that group-based structure. My three main focus areas for this research is learning, power and the tension between individuals and a group. To illustrate the effects in afterschool group-based structure I have chosen a hermeneutic writing. Foucault enriches my knowledge on the complexity of power perspectives that is being revealed in the situation. Through Asap Bartholdsson I am introduced to the concept of ”friendly power” (my translation). With the support of Gert Biestas ́s theories about ”qualification, socialization and subjectification”. I investigate the learning which is not immediately visible. Broadys view on the hidden curriculum shows me a new perspective on the structure and education in after-school activities as normative learning. By the analysis of the tension between individuals and the group I have made visible that the seeing made by the teacher has a big role to play. Also it has become clear that the students individuality and integrity sometimes has to take a step back in favour of the group and vice versa. But if this interaction is balanced it has an enriching effect on both perspectives. / Denna vetenskapliga essä har sin utgångspunkt i en egenupplevd situation från mitt arbete i fritidshemmet. Jag finner mig plötsligt i en situation som ger sig till känna som dittills oreflekterad med enda mål att förflytta eleverna. De blir tillbedda att ställa upp på led för att gå till mellanmålet i matsalen. Svårigheten uppstår när eleverna utmanar strukturen och min styrning vilket väcker stort intresse för att analysera händelsen vidare. Syftet med denna essä är att undersöka effekter av den gruppbaserade strukturen i fritidshemmet som ledbildandet här får stå som representant för. Jag fokuserar främst på tre områden som behandlar lärande, makt och spänningsfältet mellan individ och grupp. För att synliggöra effekter i fritidshemmets gruppbaserade struktur har jag valt ett hermeneutiskt essäskrivande. Jag tar hjälp av Foucaults maktperspektiv för att tolka pluraliteten av maktrelationer som uppenbarar sig. Med hjälp av Åsa Bartholdsson närmar jag mig begreppet vänlig maktutövning och med understöd av Biestas begrepp kvalificering, socialisation och subjektifiering utforskar jag det underliggande lärandet. Broadys syn på den dolda läroplanen synliggör de normerande kunskaper som eleverna förvärvar i ledbildandet. Vid analys av individ kontra grupp har det gjort sig tydligt att pedagogens seende har stor roll. Det har också visat sig att elevens subjekt- och integritetsskapande ibland får stå tillbaka för gruppen och vice versa. Dock är det viktigt för båda perspektiv att de får lika stor del utrymme och genom detta sker en berikande sammanflätning.

I den här uppsatsen har vi undersökt fotbollsfansens egna upplevelser under den ökade medialiseringen, som är en process som påskyndats under den pågående pandemin. Vi har genom etnografiska metoder, där halvstrukturerade livsvärldsintervjuer och etnografiska observationer har varit centrala, försökt uppbringa kunskap kring hur individens egna upplevelser och engagemang förändrats under en tid av ökad medialisering. Genom att applicera Schulz (2004) fyra aspekter av medialisering på vårt material kunde vi se att fankulturen inom fotbollen faktiskt har förändrats som en följd av medialiseringen och pandemin. Denna förändring innebär att nya former av fankulturer har kunnat växa fram och förändrat fansens upplevelser av fotbollen och deras möjligheter till engagemang. Vi kunde se att förändringen som medialiseringen har medfört tagit olika uttryck beroende på om man var ett fan av ett lokalt eller internationellt lag. För majoriteten av de lokala fansen har de tomma läktarna inneburit ett minskat intresse för sitt egna lag men ett ökat intresse för fotbollen i stort, där de stora internationella ligorna och lagen fått den mesta uppmärksamheten. För de internationella fansen har den ökade medialisering inneburit ett ökat medialt intresse för andra internationella lag och spelare utöver sina egna. Vi kunde även se ett utbyte av de känslor man traditionellt förknippar med fotbollsfans som en följd av att intresset förändrats. / In this paper we aim to gain understanding about football fans' own experiences during the increasing mediatization, a process that has been accelerated during the ongoing pandemic. We have through ethnographic methods, where semi structured interviews and ethnographic observations have been central, tried to gain knowledge about how individual experiences and commitments changed during a time of increased mediatization. By applying Schulz (2004) four aspects of mediatization to our gained material, we could see that the fan culture in football has actually changed as a result of the mediatization and pandemic. This change means that new forms of fan cultures have been able to emerge and have changed fans' experiences of football and their opportunities for commitment. We could see that the changes that meditization has brought about has taken on different expressions depending on whether you were a fan of a local or international team. For the majority of the local fans, the empty stands have meant a reduced interest in their own team but an increased interest in football in general, where the big international leagues and teams have received the most attention. For the international fans, the increased mediatization has meant an increased media interest in other international teams and players than their own. We could also see that many of the feelings we traditionally associated with football fans have changed as a result of the change in interest.

Syftet med denna studie är att undersöka hur socialsekreterare inom individ och familjeomsorgen (IFO) i två kommuner i Värmland arbetar för att bryta det sociala arvet. Vi använder oss utav en kvalitativ metod för att uppnå studiens syfte. Studien bygger på intervjuer med sju yrkesverksamma socionomer, där samtliga är verksamma inom IFO. Data analyseras med hjälp av en kvalitativ innehållsanalys och tolkats utifrån empowerment-teorin och Gustav Jonssons teori om det sociala arvet. Resultatet visade att IFO arbetar utifrån två olika synsätt för bryta ett socialt arv, det ena innefattar att tillföra nya influenser till barnet i dennes hemmiljö och det andra innebär att avlägsna den unge från sin bristande hemmiljö för att på så sätt tillföra nya perspektiv. Resultatet visar även att det förebyggande arbetet är en bristvara inom kommunerna, vilket försvårar arbetet att kunna fånga upp individer i ett tidigt skede. Slutsatsen var att socialsekreterarna använder sociala insatser som verktyg för att öka möjligheterna till att bryta både det enskilda barnet och familjens behov av sociala insatser, dock i samma stund som insatsen tillsätts arbetar socialsekreterare IFO aktivt för att stärka individer för att de ska kunna klara sig själva. Vi gör tolkningen att individernas sociala arv kan påverka deras motivation till insats. / The purpose of this study was to investigate how social workers within the individual and family care (IFO) work in two municipalities in Värmland to break the social heritages.  The study is based on interviews with seven professional social workers, all of them are working within IFO. Data has been analysed with a qualitative content analysis and Empowerment Theory and Gustav Jonsson's (1969) Theory of Social Heritage. The results showed that social workers utilise two different approaches to break negative intergenerational patterns. The first approach involves introducing new, positive influences to the child and it´s family in their home environment, whilst the second approach involves removing the child from undesirable environmental aspects in order to add new, positive influences. The result also showed that the lack of preventive interventions makes it difficult to assist individuals at an early stage. We conclude that social workers utilise social intervention as a method to increase the success rates of breaking the negative social heritage to children and their families. Evidently, at the same time as social intervention is utilised, the IFO social workers aim to actively strengthen individuals so that they can function on their own.  We do the interpretation that an individuals' social heritage may have an impact on their motivation for effort.