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There is a self-image in today's society that we feel bad, worse than ever. An idea that man does not feel well in modern society, that she doesn't fit the culture. At the forefront of this idea, there are many different thinkers, but one that stands out in particular in our time is the psychiatrist Anders Hansen. He released a book in 2021 called "The Depressed Brain - Why we feel so bad when we have so high standards". It is a picture of man's current condition that is disseminated for the purpose of educating, changing and inspiring. It is typical of the time and it's about how we our mental health in our time and not about how it has been for the last 100 years. There is great relevance in examining such a book by an influential public figure through a historical context. For that reason, I turn in this investigation to Sigmund Freud. The psychoanalytic father who lived between 1856-1939, who went down in history as one of the most innovative thinkers, becomes very relevant in this context. Sigmund Freud released his work "Civilization and Its Discontents" in 1929 where he presented his ideas about the reasons behind man's dislike of culture. Here we have two different works that were released only 92 years apart in two different countries with almost exactly the same statement in the title itself, if you start from the Swedish or original title on German of Freud's book. The point of this essay is to bring about a deeper understanding of Hansen's book by establishing a historical context for it. I have then chosen to exemplify it through Freud.

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The purpose of this study is to explore what positive impacts competitive games can provide on player’s behavior. Precisely, this research demonstrates the theory of self-development and what key factors it includes for a positive outcome from players’ side.   Self-determination theory (SDT), the theory that was selected for this study, helps to describe the process of competing in terms of motivational aspects. More specifically, according to SDT, video games may offer opportunities to meet psychological needs like autonomy, competence, and relatedness, all of which are important drivers of motivation, engagement, and well-being.                This research is aimed at game designers and gamers in general, especially for those who are interested in competitive games. Additionally, this will help to understand the best aspects of the gameplay, as well as provide players with a positive impact that is the basis of the theory of self–development.                 In conclusion, this study provides examples of how it can be beneficial in the industry to have acquired skills from competitive gaming, such as making the effective decision in challenged situations, or striving to be more motivated to achieve goals, which in turn can lead to huge success.

Merrgjhhkl mrrrrgl She gesticulated wildly  Giiiirrrr mrgflllll mrgggglllll ggrlrllll murl megl mrgl She looks at you expectantly Don’t you get it?  I den här texten funderar jag över när man som människa relaterar till olika prylar, maskiner, klädesplagg, leksaker och fiktiva figurer som spel-karaktärer. Jag intresserar mig för speglandet av föreställningar genom roll och karaktär: som ett sätt att förstå social struktur - makt och förtryck ur ett intersektionellt perspektiv.  Jag tänker på vad det innebär att avmaskera "rollen" som dessa objekt och karaktärer har, och vad det säger om ens personliga upplevelser och position. Karaktärerna i min berättelse är The Workers, Walkers och Talkers. De imiterar leksaker som "rollen" av att vara underlägsen, osjälvständig och förminskad. Somliga tycker synd om leksakerna, men det är för att de inte frågat vad dem tänker. Jag funderar över hur de kan befria sig från sin "roll" och äga sig själva.

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As global migration escalates, the number of students with Swedish as their second language entering high school in Sweden also increases. This demographic and linguistic change in the mainstream classroom has forced the role of language in teaching/learning to surface. In order for society to provide all students with equal educational opportunities, accommodation to the needs of second language learners has become a pressing issue. The purpose of this study is to try to understand what opportunities the teaching strategies of a 10th grade chemistry teacher may create for second language learners to develop their Swedish language repertoire in the subject. The study has been conducted from the point of view of language didactics, and a socio-cultural framework has been used to provide a theoretical perspective. Of fundamental importance is the notion that language is the primary mediating tool in learning; that learning is situated; that the situated learning is socially constructed. Furthermore, the concepts of vygotskian origin, scientific and everyday language/scientific and everyday concepts are part of the theoretical perspective along with scaffolding, second language development, language repertoire, and chemistry teaching. The empiric material was collected by observations and video and audio recordings of 31 lessons in one class with one teacher. The vast majority of the students had Swedish as their second lan-guage and half of them had, at the time of the study, been in Sweden four years or less. This primary source material has been transferred into secondary material by way of transcription. The analyses sought to answer three questions regarding 1) the teacher’s general didactic and subject related didactic strategies; 2) the teacher’s language didactic strategies in the whole-class teacher talk; 3) the consequences for the opportunities this may afford the students to develop a language repertoire in the subject. A variety of theoretical concepts has been applied in the process of analysis: cooperation and drive; Johnstone’s triangle; interactivity, a dialogic or authoritative voice, and directness. Consequences of the teacher’s strategies are discussed in terms of positions allowing for receptive or productive language use, scaffolding and meta-skills. The study is concluded by the presentation of a didactic approach to an oscillating shift of focus on the subject matter and on how this subject matter is linguistically constructed.

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