The purpose of this study was to examine and increase the knowledge about the way young, newly graduated social workers view their professional role considering their age and professional experience, how they experience the relation to their clients and colleagues and how these experiences all together affect the way the young social workers handle their professional role. Seven social workers in the ages between 23 and 25, who graduated from Socialhögskolan, Stockholm University, in January 2007, where interviewed. They also answered a questionnaire covering the similar questions as the interview. Little research had previously been made in this particular area, why the triangulation of methods was helpful in analyzing the results, with data coming from two different resources. To analyze the data a multidimensional theory was used, containing coping theory, an experiential perspective, Antonovskys theory a sense of coherence, cognitive theory and role theory. In summary, the results showed that young newly graduated social workers experienced expectations both coming from them selves and their surroundings. Finding meaning in their work helped the respondents to handle stress. The relation to their clients and colleagues and the expectations all together participated in the development of their professional role.

The purpose of this study was to examine and increase the knowledge about the way young, newly graduated social workers view their professional role considering their age and professional experience, how they experience the relation to their clients and colleagues and how these experiences all together affect the way the young social workers handle their professional role. Seven social workers in the ages between 23 and 25, who graduated from Socialhögskolan, Stockholm University, in January 2007, where interviewed. They also answered a questionnaire covering the similar questions as the interview. Little research had previously been made in this particular area, why the triangulation of methods was helpful in analyzing the results, with ata coming from two different resources. To analyze the data a multidimensional theory was used, containing coping theory, an experiential perspective, Antonovskys theory a sense of coherence, cognitive theory and role theory. In summary, the results showed that young newly graduated social workers experienced expectations both coming from them selves and their surroundings. Finding meaning in their work helped the respondents to handle stress. The relation to their clients and colleagues and the expectations all together participated in the development of their professional role.

The aim of this essay is to examine how two different schools in Södertälje municipality are working to include and integrate newly arrived high school students in the subject Swedish as a second language. I will do a comparative study in which I study the teachers’ completely opposite way of working to integrate newly arrived school students in the subject Swedish as a second language. I have used a qualitative method where I have conducted interviews. My main theory is Peder Haug's (1998) theory. He uses the concepts of “segregerande integrering” and “inkluderande integrering”. Overall, I would determine that the results of my study suggest that there are many ways that you can work with to achieve integration in school and in the Swedish community. The conclusion of this study is that the newly arrived high school students are integrated in different ways. I have found that the teachers’ in both schools are satisfied with their work and believe that both working methods are aiming at integration. Both schools despite the differences and the similarities in their working methods strive towards the same aim and that is that the newly arrived high school students is going to be integrated in school education and in society.

Syftet med uppsatsen är att belysa och analysera hur nyanlända ungdomar beskriver sina upplevelser av att börja om i en ny skola, i ett nytt land. Uppsatsen handlar om att förklara och belysa flyktingungdomars upplevelser av att börja om i ny skola och lära sig ett nytt språk och skaffa nya vänner och vad denna utmaning innebär. Med uppsatsen vill jag belysa språket och skolans betydelse för nyanlända elevers delaktighet. Min studie är baserad på kvalitativa metoder och jag har genomfört kvalitativa intervjuer med sex deltagare som har erfarenheter av att vara en nyanländ elev. Analysen av studien gjordes med IPA (Interpretative phenomenological analysis). IPA är en kombination mellan fenomenologi och hermeneutik. Teoretiska utgångspunkter är den sociokulturella teorin och postkolonial teori. Med sociokulturell teori analyserar jag delaktighetens och gemenskapens betydelse för lärandeprocessen bland nyanlända elever. Jag använder postkolonial teori för att analysera den postkoloniala ordningen i vår nutida skola. Jag har kommit fram till att nyanlända elever står inför en svår utmaning när de börjar skolan. Deltagarna upplevde att det var svårt att skaffa vänner, lära sig ett nytt språk och bli en del av samhället. Deltagarna upplevde både delaktighet och utanförskap i skolan och de har blivit utsatta för kränkning, stigmatisering och mobbning. Skolan hade en viktig roll i nyanlända elevers liv, speciellt under de första åren i Sverige eftersom nyanlända träffade jämnåriga och nya människor i skolan. Svenska språket är ett krav för att nyanlända ska klara sig och bli delaktiga i skolan. Det kräver lång tid för nyanlända elever att bli accepterade i skolan, lära sig ett nytt språk och anpassa sig till det nya landet. / The aim of this study is to illuminate and analyze how newly arrived adolescents describe their experiences of starting over in a new school, in a new land. The essay will explain and illuminate the refugee adolescents’ experiences of starting over in a new school and learn a new language and make new friends and what this challenge mean for them. The essay describes the language- and the school's impact on newly arrived students’ participation. My study is based on qualitative methods, based on interviews with six individuals who have the experience of being a newly arrived student. The analysis of the study was made with IPA (Interpretative phenomenological analysis). IPA is a combination of phenomenology and hermeneutic perspective. Theoretical premises are the socio-cultural theory and postcolonial theory. With socio-cultural theory I explain and analyze the participation and community importance for the learning process among newly arrived students. I use postcolonial theory to analyze the post-colonial order in our current school. I have found that newly arrived students are facing a difficult challenge when they start school. The participants experienced that it was difficult to make friends, learn a new language and become part of the community. The participants experienced both inclusion and exclusion in school and they have been exposed to violations, stigmatization and bullying. The school had an important role in the newly arrivals' lives, especially during the first years in Sweden because in school they meet peers and new people. Swedish language is a requirement for new arrivals so they will cope with life and get involved in school. It takes a long time for newly arrived students to be accepted in school, learn a new language and adapt to the new country.

This study investigates how social interaction affects newly arrived pupils’ views on their study situation in the Swedish educational system. The aim is to give a contribution to the discussion on the notion of including “the Other” in educational practice in multicultural schools. Semi-structured group interviews were conducted to explore how the intercultural perspective and the theory of inclusion can be used to explain the dynamics of social interaction. The main research questions were: how did social interaction take place in preparatory class and in regular class? In what way did social interaction affect the transitional period from preparatory class to regular class? Did social interaction have consequences for the informants as learners? The results show that newly arrived pupils had the opportunity to develop intercultural interaction skills in the preparatory class. Meanwhile, this organization meant educational exclusion, which might have contributed to the stress and anxiety they experienced later in regular class. The transitional period was problematic, since students had to struggle in two aspects. First, they had to catch up in many subjects though no significant measures were taken to their linguistic ability and former school experiences. Secondly, they had to assert their place in an environment with dysfunctional social interaction between some teachers and pupils in regular class. The conclusion is that schools have a dilemma in catering for both social and educational inclusion simultaneously. Despite this, many pupils expressed satisfaction with their school performance. This suggests that intercultural interaction skills, crucial for the pupils’ development, can be developed in the preparatory class. Schools need to implement an intercultural perspective in the educational organization and planning to include every newly arrived pupil. This calls for a holistic approach in pedagogic and social interaction between everyone involved.

Syftet med studien var att beskriva hur nyutexaminerade sjuksköterskor upplevde sin första tid i yrket utifrån känslor, tankar, stöd och bemötande. Studien genomfördes som en kvalitativ intervjustudie med fyra informanter som arbetat på Gävle sjukhus mellan 6-18 månader. Resultatet redovisades utifrån studiens frågeställningar och visade att nyutexaminerade sjuksköterskor upplevde många olika känslor och tankar inför sin nya yrkesroll. Känslor såsom rädsla, nervositet och förväntan var några exempel. Stödet och bemötandet från andra sjuksköterskor och närmaste chef var övervägande bra, medan bemötandet från under-sköterskor och läkare upplevdes som mindre bra. Faktorer som ödmjukhet, trygghet och erfarenhet var något som sjuksköterskorna utvecklade med tiden och det underlättades av att de gavs utrymme för att vara nya och osäkra. En bra introduktion på arbetsplatsen var också underlättande. Slutsatsen som dras är att merparten av nyutexaminerade sjuksköterskor går igenom en liknande känslomässig process under den första tiden i yrket. Det som kan påverka den processen positivt eller negativt är de yttre faktorerna; utbildning, introduktion samt teamwork och det är dessa som det behövs bättre planering kring. / The aim of the study was to describe how newly graduated nurses experienced their first period of time in the profession on the basis of emotions, thoughts, support and treatment. The study was conducted as a qualitative interview study with four participants who had worked at Gävle Hospital between 6-18 months. The results were reported from the question formulations in the study and showed that newly graduated nurses experienced many different emotions and thoughts with their new professional role. Feelings such as fear, nervousness and anticipation were a few examples. The support and the interaction between other nurses and the manager of the ward were considered good, while the interaction with the assistant nurses and doctors worked less well. Factors such as humility, experience and gaining security in their new profession was something that the nurses developed over time and it was facilitated by the fact that they were given the space to be new and insecure. A good introduction to the ward was also facilitation. The conclusion reached is that the majority of newly graduated nurses goes through a similar emotional process in their first period of time in the profession. What can affect the process positively or negatively is the external factors; education, introduction and teamwork, and it is those factors that needs better planning.

The increasing impact of mass production and consumption behaviours have made sustainable product design an important issue in design literature in the last two decades. Studies in the early period focussed on research projects carried out in collaboration with multinational large-sized enterprises, owing to pressures from non-governmental organizations. However, recent studies about sustainable development have pointed out that small and medium-sized enterprises (SMEs) rather than multinationals have a greater share of manufacturing and employment in both industrialized and industrializing countries. Unfortunately, in spite of the important role of SMEs, there is inadequate data and literature relating sustainable design practices to these firms. A lack of information and collaboration, caused partially by communication problems, has resulted in an absence of proper sustainable product design tools for these companies. Furniture enterprises in Ankara are the focus of this study because of the impact of product design in market possibilities and the spread of employment of product designers in the sector. Attitudes of staff and consultants of furniture SMEs regarding barriers and opportunities of sustainable product design are explored, and contrasted with overlapping points of existing product development methods and strategies in the literature. This work is intended to contribute to improved understanding and application of sustainable product design among furniture sector SMEs. To this end, interviews were conducted with 16 furniture manufacturing enterprises from the furniture industry, based in Ankara region and 5 freelance furniture designers cooperating with these enterprises. According to the results of the study, furniture sector SMEs are interested more in economic opportunities of sustainable product design rather than environmental and social aspects. Furthermore, a lack of information about environmental issues is observed in micro and small-sized enterprises / to overcome this situation, it is recommended that training sessions are organized to bring together researchers and practitioners.

The aim of this study was to examine how newly qualified social workers from Linnaeus University in Kalmar feel that the school has prepared them with the professional skills to meet the demands that exist within social work. Social work education is a generalist training that will result in a professional qualification. With a qualitative approach eight newly qualified social workers were interviewed.We used the sociology of knowledge as an overall theoretical approach. We also used experience- based knowledge as a theoretical approach. One of the study's conclusion was that the graduates had difficulty linking theory to practice. The graduates also felt that knowledge about the law and dialogue methodology were two useful courses for use in practical work. The results and conclusions can be seen as a reinforcement and extension of previous research in the subject.

Syftet med denna studie är att undersöka nyanlända barns användande av icke-verbal kommunikation när de leker fritt, samt om det är någon skillnad när en pedagog är närvarande. Det studeras också i vilka karaktäristiska lekar de nyanlända barnen använder sin icke-verbala kommunikation mest. Studien är kvalitativ och undersökningen är utförd genom observationer, som utfördes under två dagars tid. Observationerna har utförts på en mångkulturell förskola där fokus har varit på fri lek, den proximala utvecklingszonen, pedagogiska atmosfärer och icke-verbal kommunikation. Resultaten visar att de nyanlända barnen använder sig av icke-verbala kommunikationsformer när de leker med varandra, detta tydliggörs i fyra karaktäristiska lekar som beskrivs i resultatdelen. Vidare framgår det av studien att det finns skillnader i barnens kommunikationsstrategier när det finns pedagogiskt stöd i leken gentemot när barnen leker utan pedagogers stöd. / The purpose of this study is to examine the newly arrived children's use of non -verbal communication when they are playing freely, and if there is any difference when a preschool teacher is present. It is also being studied in which characteristic games the newly arrived children use their non - verbal communication the most. The study is qualitative and the study is performed through observations. The observations have been conducted in a multicultural preschool where the focus has been at free play, the proximal development zone, educational atmospheres and non-verbal communication . The results show that the newly arrived children use non-verbal forms of communication when playing with each other , this is made clear in the four characteristic games described in the results section of this study. Furthermore , it appears from the study that there are differences in the children's communication strategies when there are educational support in children’s play compared to when they play and do not have educator’s support.

Purpose: Our purpose with this study is to compare how the two selected schools in two different areas in Stockholm chooses to introduce and integrate newly arrived children in Sweden. The schools are located in the suburb and downtown in Stockholm. One school has chosen to integrate the child by placing him or her in a preparatory class and the other school is placing the child into a regular class. Investigation questions: We want to find out how the choosen schools are working with a newly arrived child. How is the child integrated and introduced directly into a regular class through teaching methods and teaching material and how a newly arrived child is integrated and introduced into a preparatory class through teaching methods and teaching material. We also want to find out if the community authorities in the City of Stockholm and the Swedish state have guidelines that schools are supposed to follow in the work with newly arrived children and whether our selected schools are working after these guidelines. Method: The study is based on two methods. One method are interviews, we interviewed three active persons from each selected school. We also interviewed a researcher in this subject and a person who works for the municipality with the reception of newly arrived children. The second method is based on textual analysis document issued by the Immigration Department (Migrationsverket) and the Education Department (Skolverket) as well as the Municipalities and Counties of Sweden (Sveriges Kommuner och Landsting). Theories: We have chosen to use two social theories: Mead's interactionist theory and Vygotsky's sociocultural theory. These theories are both based on the importance of social interaction for development. Conclusions: We have concluded that the most important thing is not whether the child is placed in preparatory class or a regular class. The key factor is how the teaching is, what resources are available and what skills the teacher has. We have also concluded that there are guidelines from the Education Department but that the schools in this study did not follow.