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In today’s schools students enter classrooms with different experiences and knowledge level. In order to promote the development and learning of all pupils, teaching should be adapted to each pupil’s circumstances and needs. According to the Swedish school curriculum (Lgr 11) and the Education Act (2010:800) there is an emphasis to have all students reach the same academic goals and standards. However past research indicates that individual adaption tailored for the individual needs of students in English teaching is considered somewhat average. Based on Vinterek’s (2006) individualization types the aim of this study has been to examine whether and if so, in what way teachers individualize English teaching based on the varying circumstances and needs of pupils. This study also aims to identify what factors teachers’ claim affect their work with individual adaption in teaching, based on Lundgren’s (1972) and Stensmo’s (2008) frame factor theory. Based on a qualitative method with both observations and interviews, two questions have been answered: 1. In what way do three teachers work with individualize English teaching, based on the varying circumstances and needs of each pupil? 2. What factors do teachers consider affects their work with individualization in English teaching? From the outcomes of the observations and interviews the results show that the teachers do work with an individual based education tailored for the individual needs of the pupil’s. The result from this study also shows that the teachers face several difficulties with individualization in English teaching. All of the teachers claim that time and the size of the class are factors that most affect the teaching process with individualization in the classroom.

Regarding class transovers, there is a common problem when teachers of the first grade take over a new class. The problem is that the new teachers do not receive enough information about the pupils’ earlier knowledge from their development in school. It is also known that the writing education is one of the most important duties for teachers to teach pupils. The ability of writing thoughts into words is a source of communication between the writer and the reader. An undeveloped writing ability will cause a lack of communication for the pupils. The purpose of this study is to examine how individualizing is done at the transitions from pre-school to first grade. The study also explores how and with which methods teachers work with an individualized writing education in the subject Swedish in first grade. The study will also examine the possibilities and difficulties that can occur at an individualized writing education. I prepared three following questions to answer the aim of this study: How does the individualizing in class transfers look like from pre-school to first grade? How and with which methods teachers individualize the writing education in first grade? Which possibilities and difficulties can occur with an individualized writing education? The study is based on interviews with four pre-school teachers and four first grade teachers to get answers for this study’s aim. The study is also based on theories about transfers and individualized education. The results showed that pre-school teachers and first grade teachers do not have a clue about how the other teacher works with the pupils. The study shows that first grade teachers do not receive the information they need to individualize the education for the pupils. The results also show that all the teachers have a positive attitude to individualizing in the education, but are unable to plan individualized lessons and assignments for each student because of their lack of time and big classes.

Hallengren, L. Sugardaddies – en kvalitativ studie om erfarenheter av sugardating. Examensarbete i sexologi 30 högskolepoäng. Malmö Universitet: Fakulteten för Hälsa och Samhälle, institutionen för socialt arbete, sexologi, 2019. Syftet med studien är att undersöka mäns erfarenheter av sugardating i rollen som sugardaddy. Mer specifikt syftar studien till att belysa deras syn på sugardating i relation till kön och makt. Materialinsamlingen består av fem semistrukturerade intervjuer med män som har erfarenhet av sugardating i form av att vara sugardaddy. Studien bygger på kvalitativ metod och det insamlade materialet har transkriberats, tematiserats och analyserats. Det teoretiska ramverket tar sin utgångspunkt i postmodernismen och det senmoderna samhällets snabbt föränderliga karaktär med fokus på intimitet och kommers. Det finns ingen överensstämmande samhällelig bild av fenomenet sugardating och beskrivningarna av det går isär. Medan vissa aktörer menar att det handlar om prostitution menar andra att det bör definieras som relation och den sammantagna bilden positionerar sugardating i gråzonen mellan dessa två. På gråzonsskalan mellan relation och prostitution så kan vi inom sugardating med största sannolikhet hitta både socialt accepterade former av det och samhälleligt kriminaliserade former av det. De huvudsakliga resultaten i denna studie visar på att det hos informanterna finns en ambition att inom sugardatingkonceptet skapa långvariga relationer som bygger på ömsesidighet och frivillighet där båda parter får ut vad de önskar av relationen. Det handlar om att ha en relation där förutsättningarna är överenskomna sedan innan och där parterna är aktiva i förhandlingen för att få sina individuella önskemål tillgodosedda. För några handlar det om att ha en okomplicerad relation där man kan lägga energi på de positiva aspekterna av att vara med en annan människa, för någon annan handlar det om att få vara sexuellt och relationellt med personer som är yngre än en själv. Oavsett anledning till att engagera sig i sugardatingrelationer så förhåller sig informanterna till samhälleliga normer i hur de förstår och reflekterar kring sina erfarenheter. De strukturella förutsättningarna och samhällets normer påverkar hur informanterna förstår sina erfarenheter på individuell, relationell och kontextuell nivå. / Hallengren, L. Sugardaddies – a qualitative study on experiences of sugardating. Master in sexology 30 hp. Malmö University: Faculty of health and society, Department of Social science: Sexology, 2019. The purpose of the study is to investigate men's experiences of sugar dating in the role of sugar daddy. More specifically, the study aims to shed light on their views on sugar dating in relation to gender and power. The material collection consists of five semi-structured interviews with men who have experience of sugar dating in the role of being a sugar daddy. The study is based on qualitative method and the collected material has been thematised and analyzed. The theoretical framework is based on postmodernism and the rapidly changing nature of late modern society with focus on intimacy and commerce. There is no consistent social picture of the phenomenon sugar dating and the descriptions of it are disintegrating. While some actors think it is about prostitution, others think it should be defined as a relationship and the overall picture positions sugar dating in the gray zone between these two. Within this gray zone between relationship and prostitution, we can most likely find both socially accepted forms of sugar dating and criminalized forms of it. The main results of this study show that there is an ambition among the informants to create long-term consensual and unforced relationships, in which both parties get what they want from the relationship. It is about having a relationship where the conditions have been agreed upon before and where the parties are active in the negotiation in order to fulfill their individual wishes. For some, it's about having an uncomplicated relationship where you can put energy on the positive aspects of being with another person, for someone else it's about being sexual and relational with people younger than yourself. Whatever the reason for engaging in sugary dating relationships, informants relate to societal norms in how they understand and reflect on their experiences. The structural conditions and societal norms influence how informants understand their experiences on an individual, relational and contextual level.

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