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Den här uppsatsen försöker kartlägga vilka produkt- och varumärkesegenskaper som driverkonsumenternas val av premiumöl på restaurang och redovisar en konsumentstudie gjord irestaurangmiljö. Tidigare forskning menar att det finns en outnyttjad potential förrestauranger som vill utnyttja det snabbt ökande intresset för hantverksöl genom co-brandingmed attraktiva premiumvarumärken. Studien visar att konsumenter av premiumöl pårestaurang värderar både produktegenskaper men också funktionella, sociala och emotionellavarumärkesegenskaper signifikant annorlunda mellan premiumöl och mainstreamöl. Studienvisar också att restaurangens utbud av premiumöl påverkar konsumentens val av restaurangoch att ökade kunskaper om öl kan vara en nyckel till ökad försäljning av hantverksöl. / This paper employs a sample of restaurant customers to explain consumer preferences forpremium beer brands. Previous research has pointed to the underexplored niche marketpotential of craft beer related to Food & Beverage operators and suggest increasing cobrandingwith premium beer brands in order to gain competitive advantage. This studyexplains a significant percentage of variance in premium consumer preferences for premiumbeer to mainstream beer comparing product attribute utitlity to brand equity dimensions(functional, social and emotional dimensions). This study also shows that the beer menu ofthe restaurant is likely to effect premium consumers choice of restaurant and that efforts toincrease consumer knowledge of beer can be the key to increased sales of craft beers. Thispaper is published in Swedish.

Through questionnaires answered by the institutions and through searches on their various websites, an image is developing that shows that subcultures are not always given room in the cultural heritage sphere. Even though the Gothenburg sound plays a big part within the metal world, and despite the fact that it has given Gothenburg international recognition within the metal community, it remains more or less invisible in Gothenburg’s institutionalized world, both as a subculture and as a cultural heritage. With this essay, we are trying to create a perspective where an eventual explanation for this absence can be given, and where we can raise and problematize these questions. We are trying to illustrate the dominance of the mainstream society compared to subcultures, but also the institutions influence in what qualifies as a cultural heritage. We want to gain an understanding if the Gothenburg sound can be seen as a cultural heritage and if the genre should be made more visible within the institutions. In the end though, the question remain whether it would benefit the subculture to be made visible in the mainstream arena as they through such an uplifting also risk to lose their subcultural identity.

The following thesis acts as a critical cultural progression report surrounding the current technological disruption in the entertainment industry and its impact on consumers. This begins with a study of the history starting in 1910 and covers the urbanization of America during the Industrial Revolution, the developing fan experience, a history of consumer demands in relation to oligopolistic principles and the blockbuster method, the invention and influence of the television, and the current effect of technological advancement in the entertainment industry. Following this historical overview, four chapters will study different methods of analysis covering the intricacies of the current technological disruption using four theories: population ecology, media systems dependency, the mainstream cult, and convergence and participatory culture. The culmination of this work will consist of drawing together the history, the theories, and the contemporary examples into a conclusion about the fate of the media oligopoly in which this researcher points to the importance of seamless integration between the media industry and the consumer by way of three possible outcomes.

Mainstream teachers are key for developing inclusive schools. Many times they do not feel prepared to deal with inclusive classrooms and may have negative attitudes towards inclusion. The aim of this study was to examine interventions that can affect mainstream pre-service teachers’ attitudes towards inclusion during their studies. Nine studies were identified through a systematic literature review and twelve inter- ventions emerged. Results show that interventions focusing on imparting knowledge of inclusion through a study unit or through an infusion approach can create a positive effect in pre-service teachers’ attitudes towards inclusion. Some factors found to influence the change in attitudes towards inclusion were knowledge of inclusion, gender, and interaction with people with disabilities. This study gives a promising view of the actions that are being taken towards having more inclusive teachers. Nevertheless, inclusion is a complex concept and future research on the content imparted during the interventions and the scales used to measure the change is needed.

Within the scope of this thesis, I provide close textual and visual readings of director/actor/producer Tyler Perry's most well-known character, Mable "Madea" Simmons -- a performance he does in full female drag attire -- focusing on his mainstream hit film, Madea Goes to Jail (2009). My reading of the character of Madea veers against the common narrative her existence being just another recycled trope of men disguised as women only to perform in stereotypical and demonizing behavior. I argue Madea represents what I refer to as a "trans*female character", within the space of Perry's popular film that feature her. Read through the lens of being trans*female character, I propose this shift in analysis and critique of cinematic displays of drag helps to transgress beyond male/female binaries of acceptable and possible visual gender representations. More in-depth, using the theoretical concept of Gwendolyn Pough's "bringing wreck", I make the argument that while ostensibly representing the "angry black woman" stereotype, Madea's characterization and actions within the film represent strategies and efforts to not be contained within hegemonic ideals of black female respectability politics and the law efforts to put her behind bars. By "bringing wreck", Madea's fictional acts of violence and talking back are read as a strategy that reflects a historical trend of misrecognition that renders black women's concerns and discontent with marginalization as irrational anger. / text

This thesis studies consumption among young people who identify as mainstreamers in a Swedish small town. In order to map patterns of clothing consumption and to understand what was central in the young people’s self-identification, the research was conducted using a mix of ethnographic methods and wardrobe studies. This is an inverted study of the subcultural, that problematizes the assumption that the majority (the mainstream) and the minority (the countercultural) are opposites when it comes to identity creation. The central concepts used here are ordinary (vanlig), mainstream, and subculture. One of the main findings is that the youth studied self-identify as ordinary. This finding is used to problematize not only the traditional markers of masculinity and femininity as they present themselves in this context, but also what is characterized as new patterns of consumption. There are two main conclusions. First, being mainstream and ordinary was not a static identity position, as the literature would have it; instead, being an ordinary mainstreamer required constant work in order to stay within certain culturally negotiated boundaries. Second, the ethnographic findings contribute in the field of subcultural studies by questioning the convention of portraying the mainstream and the subcultural as polar opposites: contrary to the literature, it is argued that neither is so very different from the other, making it an unhelpful dichotomy in understanding young people today.

This thesis examines technological framings for communication and identity issues, with a particular focus on Swedish mainstream schools where children with cochlear implants are pupils. Based on a sociocultural perspective on learning, the thesis focuses on how pupils and teachers interact with (and thus learn from) each other in classroom settings. The study comprises a) a sociohistorical analysis of three Swedish non-governmental organizations’ periodicals from 1891 to 2010, and b) an ethnographic study including micro-analyses of interaction in two mainstream classrooms where there are children with cochlear implants. The sociohistorical analysis illustrates how different technologies, in a range of ways, have shaped (i) how people with hearing loss communicate and interact with others and (ii) their identity positions. The analysis also demonstrates the presence of language ideologies in settings where children with hearing loss are taught. Here the main preference is for spoken communication, even though different types of visual communication emerge during the 1980s and 1990s. In addition, the issue of integration has been a matter of debate since the 1970s and provides a backdrop for the current situation, where an increasing number of children with cochlear implants receive their schooling in mainstream public rather than segregated regional deaf schools. Against this background, micro-analyses have been carried out of classroom interaction and recurring patterns and activities have been identified. The results illustrate that audiologically-oriented and communicative-link technologies play major roles in the classrooms and these both facilitate and limit the pupils’ participation. Based on postcolonial theory, the results can be understood in terms of participation and non-participation of the pupil with cochlear implants, who acquire peripheral identity positions in these classroom settings. The analysis also illuminates unequal power relations regarding technologies in use, and expressions of language ideologies in the classrooms, where spoken communication is preferred. Overall, the everyday life of children with cochlear implants in mainstream schools appears to be complex, and it is technologies in use that frame the conditions for their participation in interaction and communication.

Evidence on inclusive classrooms shows that successful implementation of inclusion can lead to increased social involvement, personal well-being and higher levels of academic performance compared with segregated provision. Despite these potential benefits inclusion of students with Asperger syndrome (AS) in the mainstream classroom is problematic. Support from teachers is a key strategy for accommodating students with AS diagnosis in the mainstream classroom. Less well is understood how teachers create an inclusive environment for these learners. Teachers’ social representations (SR), have a bearing on how they interact and accommodate, therefore the first aim of this dissertation was to explore teachers’ SR of students with AS. The second aim was to highlight the role of contextual factors and prior experience in forming SR. The third aim was to study the link between teachers’ individual practice and broader institutional forces by comparing the SRs among principals, school health professionals and teachers. The forth aim was to study what teacher factors predict teachers’ positive attitudes towards inclusion of students with AS. The findings show that a medical approach seems to dominate especially earlier trained teachers’ SRs; however, there is a tendency to view the environment increasingly important. Our results suggest that experience with students with AS is related to teachers' SR of these students. In addition, our data indicate that there is a need to bridge the gap between the organizational level, the classroom level and the individual student level in order to reduce barriers for students with AS to fit into an inclusive environment. Finally, positive attitudes towards inclusion of students with AS were found to relate to teachers’ knowledge of teaching students with AS and their attitudes towards students with AS. To conclude teachers’ SRs are deeply seated and the first step is to bring them to the forefront so that teachers are aware of them. In addition, there is a need for team building in the school arena to achieve a common vision for an inclusive school. / Forskning visar att inkluderande klassrumsundervisning kan leda till ökad social delaktighet, personligt välbefinnande och högre studieresultat jämfört med segregerande utbildning i speciella undervisningsgrupper. Trots dessa potentiella fördelar är inkludering av elever med Aspergers syndrom (AS) problematiskt. Lärarna spelar en viktig roll för att förverkliga inkludering och deras föreställningar om elever med AS är sannolikt knutna till om, och hur, dessa elever är inkluderade i klassrummet. Lärarnas sociala representationer (SR), har betydelse för hur de interagerar och anpassar undervisningen. Avhandlingens övergripande syfte var att bidra till ökad kunskap om lärares och övrig skolpersonals SR om en inkluderande skolundervisning för elever med AS. Det första syftet var att undersöka lärares SR om elever med AS. Det andra syftet var att utforska betydelsen av kontextuella faktorer och tidigare erfarenhet av AS. Det tredje syftet var att studera sambandet mellan lärares enskilda praktik och skolans organisation genom att jämföra rektorers, skolhälsopersonals och lärares SR om inkludering av elever med AS. Den fjärde studien syftade till att undersöka vilka faktorer som bidrar till en positiv attityd till inkludering av elever med AS hos lärare. Resultaten visar att ett medicinskt synsätt dominerar i synnerhet tidigare utbildade lärares SR av elever med AS. Emellertid tillskivs miljön en allt större betydelse. Resultaten visar att lärare är positiva till inkludering och att erfarenhet av elever med AS har ett samband med lärares SR av dessa elever. Dessutom tyder resultaten på att det finns ett behov av att överbrygga klyftan mellan den organisatoriska nivån, klassrumsnivån och individnivån för att gynna en inkluderande undervisning. Positiv attityd till inkludering av elever med AS visade sig relatera till lärares kunskaper om undervisning av elever med AS och deras SR om elever med AS. Sammanfattaningsvis konstateras att lärares SR är djupt rotade och ett första steg är att uppmärksamma dem. Dessutom finns ett behov av en bredare diskussion och teambuilding i skolarenan för att åstadkomma en gemensam vision för en inkluderande skola.

The main aim of this diploma thesis is to design the marketing mix of an alternative record label company that releases drum and bass music. In the theoretical part I try to describe the situation on the music market and outline how record labels work. I am specifying the tools of the marketing mix which are typical for a record label. In the practical part I'm pointing out the differences between the perception of mainstream and alternative music and I'm characterising the drum and bass scene. Based on this information I'm choosing the target audience and building the profile and the vision of my fictional