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Digital formats and social networks provide unique opportunities for meteorologists to disseminate weather information to the public, but it comes with a set of challenges. These opportunities and challenges may be enhanced when applied to a younger demographic, which acquires information from different platforms than the traditional sources the older demographics utilize. There is a vast amount of literature that focuses on weather dissemination, weather information sources, and risk perception; however, there is a lack of emphasis on 18 to 24 year olds. The first two parts of this dissertation attempted to fill this lack of knowledge on 18 to 24 year olds by conducting interviews at several college campuses to gain rich knowledge of the daily processes involving weather information and determine their understanding of weather graphics. Participants cited checking the weather forecast pretty frequently but utilized non-traditional sources for the weather forecast. It was also determined that participants lacked an understanding of weather products. The last part of this dissertation attempted to obtain a better understanding of the public’s weather knowledge and self-perceived weather knowledge. This study compared the public to those who actively follow specialty weather pages. In addition, how severity impacts decision-making and confidence in decision-making was evaluated. Followers of specialty weather pages had higher self-perceived and assessed weather knowledge. It was also determined that the public is more likely to adhere to recommendations from meteorologists, and that the correlation between self-perceived weather knowledge and confidence is weak.

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Abstract Titel: The Introduction of English at the Junior level of the Swedish 9-Year Comprehensive Compulsory School: A study of perceived knowledge in relation to motivation conducted among 3rdgrade students. Författare: Andersson, Rolf Engelska C, 2011 Antal sidor: 26 Abstract: This paper focuses on perceived knowledge of students at the junior level of the comprehensive compulsory 9-year school, as this has an impact on their motivation to study the language. The national curriculum of 2011 assumes that English is introduced at an early stage, during the junior level. The purpose of this paper is to examine how students who start English in the first grade, according to the recommendations of the curriculum, relate to the subject. The paper contains a bibliography section, where I present language research concerning foreign language introduction, language acquisition and motivation, followed by a presentation of a historical view on second language learning in Sweden, and then an investigation conducted by a questionnaire. The purpose of the investigation is to measure the students’ perceived knowledge of English, as this affects their motivation. The investigation is limited to two third grade classes in a junior level school in a rural, scarcely populated municipality in the south-west of Sweden. All in all 40 students took part in the study. The aim of the paper is to answer the following question: How do the pupils regard their own achievements in English? The students have a general ability to evaluate their personal achievements and knowledge subjectively. They seem quite confident about their listening and speaking skills. The most difficult language segment, writing, where the language skills and requirements are most clearly defined, is the language area where the students feel that their ability is weaker. All students, with one exception, agree that language studies are important for them. What the study also shows is the variety of languages that students wish to study, i.e. Chinese and Japanese together with Spanish, Greek and sign languages show how the 9-year-old students are aware of the world around them. The reason why this investigation has been conducted is to investigate the students’ perceived knowledge as this has an impact on their motivation to study the language. Nyckelord : Early English introduction, English at the junior level, perceived knowledge, motivation.

Purpose The purpose of the study is to explain the perceived benefits and perceived privacy concerns of AI’s effects on willingness to disclose personal information to AI while explaining the moderating effect of perceived knowledge of AI.  Design/methodology/approach With the explanatory purpose in mind was firstly a deductive approach of research applied. The researchers further applied a quantitative approach of research in the form of a questionnaire. A total number of 193 responses of the questionnaire was validly collected. Furthermore, 10 hypotheses were conducted in order to investigate the relationships within research. Findings The findings are that perceived knowledge of AI does not have a positive moderating effect on any of the perceived benefits of AI nor perceived concerns of AI effectiveness on willingness to disclose personal information to AI. The findings also show that perceived privacy concerns of AI have a negative effect on willingness to disclose personal information to AI. Perceived personalization benefits, perceived health benefits and perceived financial benefits of AI have a positive effect on willingness to disclose personal information to AI.  Research contributions/limitations The research contributes to current research by highlighting the importance of context in regard to privacy calculus in order to improve on the model’s ability to explain variations. The research is limited by its data being skewed towards younger people and thus the study is representative of a younger Swedish sample.  Practical implications The research shows that it is important for both businesses and policy makers to take into consideration that individuals possess a higher perceived privacy concern of AI in comparison to the benefits when it comes to disclosing personal information to AI. Highlighting the importance of educating individuals in how AI actually function, as it is implied that the benefits are valued but it does not make individuals more willing to disclose personal information to AI.   Originality/value The originality of the study is that it makes use of the context of AI in relation to the privacy calculus, which has not been done before. Additionally, incorporating specific benefits as opposed to explaining the general perception of AI benefits, the study is able to explain more specifically how different benefits of AI affect individual’s willingness to disclose personal information to AI.

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This thesis evaluated the Trauma-Informed Child Advocacy Certificate (TICA) at Mississippi State University which is hosted in the School of Human Sciences, specifically in the area of Human Development and Family Science (HDFS). HDFS students (N = 94) enrolled in coursework during Spring 2021 participated in the evaluation. Students were grouped by enrollment in TICA courses, with 43 students having participated in TICA coursework and 51 students having only participated in general HDFS courses. Assessments included a perceived knowledge survey and 10 application-based scenarios. Independent samples T-tests indicated TICA students perceived themselves to have more trauma-informed knowledge, and frequency analyses showed they were more effective at applying that knowledge than HDFS students who have not taken any TICA courses. Data were used to highlight strengths of the TICA program and make recommendations on ways to enhance the TICA coursework to promote knowledge of trauma-informed professional practices.

The average Swede consumes 14 kilos of textiles every year and disposes of 10 kilos, of which 8 kilos end up in the household mixed waste. When disposed of in the household mixed waste, the textiles will be incinerated. Sweden has adopted the EU’s Extended Producer Responsibility policy as a national policy after which all Swedish provinces, as late as 2025, are obliged to collect and treat textile waste separately from other waste to make better use of it through processing for re- or downcycling instead of energy recovery through incineration. This puts waste management companies at risk of facing larger textiles waste masses than they may be able to handle. Hence, waste management companies must prepare for this imminent challenge by engaging the public, influencing them towards textile waste reduction. However, to engage (with) the public, these organizations must first learn about the citizens’ perceived knowledge, attitudes, and self-efficacy concerning textile waste reduction alongside the current barriers and enablers they experience regarding reducing consumption and correct disposal of textile waste. Qualitative data was gathered by employing a questionnaire and focus groups, and through thematic analysis, survey data from roughly 430 respondents and three focus groups were evaluated. Significant findings of this study were that citizens face substantial barriers such as lack of information and infrastructure, which leads them to resort to inappropriate disposal. While they are aware of their wrongdoings, they are, on the one hand, incapable of acting differently and, on the other hand, uninformed about waste prevention, generation, and disposal. However, they are open to education and collaboration with waste management companies. Furthermore, the study concludes that, while the individual has a significant role in implementing policies, a systems view must be employed not to overload the individual with responsibility.

Studiens syfte var att undersöka relationen mellan självupplevd kunskap av gamification och tredjepersonseffekten (TPE) (En effekt som innefattar att jaget “första person” tror att propaganda eller kommunikation påverkar andra “tredje person” mer än sig själv) samt hur denna påverkar motivationsnivån som gamification försöker höja. Studien omfattade sex deltagare. Tre spelstudenter som har kunskap av gamification och tre konststudenter som inte har kunskap av gamification. Detta är för att se hur den självupplevda kunskapen påverkar TPE och därmed motivationen till att använda applikationen Duolingo som valdes som ett instrument i denna studie för att svara på forskningsfrågan. Där den huvudsakliga forskningsfrågan lyder, hur påverkar den självupplevda kunskapen av gamification motivationsnivån? Som har ytterligare två underfrågor för att besvara den huvudsakliga, hur påverkar den självupplevda kunskapen av gamification tredjepersoneffekten? samt hur påverkar tredjepersoneffekten motivationsnivån? Studien innefattade både en kvalitativ och en kvantitativ del i datainsamlingen där både semistrukturerade intervjuer och enkäter användes. Tematisk analys och ett induktivt sätt användes som dataanalysmetod i denna studie. Denna studie har funnit att den självupplevda kunskapen inte påverkar motivationen. Däremot kunde det inte finnas en TPE i spelstudenternas syn gentemot konststudenterna, där det var evident att spelstudenterna ansåg att alla påverkas av gamification och spelelement. Vidare hittades ingen relation mellan TPE och motivationsnivån även fast studenterna insåg en social distans mellan grupperna. Däremot ansågs inte gamification som något negativt, vilket medför att TPE inte uppkom mellan de två grupperna. Å andra sidan uppkom det en TPE gentemot barn och unga eftersom respondenterna ansåg dessa grupper som mer erfarna av spel, vilket resulterar i att de påverkas mer av de negativa effekterna med applikationens utformning såsom spelberoende, ekonomisk press och otillräcklig information för språkinlärning, samt spelelementen som används i applikationen. Vidare existerade även TPE gentemot personer som är tävlingsinriktade och skulle ha ett stort fokus i tävlingsaspekten av applikationen. / This study aimed to explore the interplay between self-perceived knowledge, gamification, and the thirdperson effect (TPE) (An effect which includes the "first person" believes that propaganda or communication affects other "third person" more than itself) in relation to motivation levels facilitated by gamification elements. Data was collected from six participants, divided into two groups: computer science students specializing in game design at Stockholm University (with knowledge of gamification) and art students at Luleå University (without knowledge of gamification), serving as a comparison group. This division allowed for an analysis of how self-perceived knowledge impacts the third-person effect and subsequent motivation to use the Duolingo phone app. This study aims to explore the relationship between self-perceived knowledge of gamification, motivation levels, and the third-person effect. The main research question guiding this investigation is: "How does self-perceived knowledge of gamification influence user motivation?" Two supporting sub-questions are posed to shed light on this main question: "How does self-perceived knowledge of gamification impact the third-person effect?" and "How does the third-person effect influence user motivation?" By investigating these interrelated factors, this study seeks to provide insights into the complex dynamics between self-perceived knowledge, gamification, motivation, and the third-person effect. The study incorporates a comprehensive qualitative section, employing semi-structured interviews and thematic analysis to collect and analyse data. Additionally, a smaller quantitative section employs a survey to assess participants' self-perceived knowledge. The findings indicate no significant evidence of a third-person effect between the computer science and art students. The computer science students believed that gamification affects everyone, regardless of student group. Moreover, the study reveals no correlation between the third-person effect and motivation, despite evident social distance between the groups. Notably, gamification was not perceived as a negative phenomenon or strategy, leading to a diminished occurrence of the third-person effect. However, there was a recognised TPE towards children and young adults due to the respondents considering these groups as more experienced with video games, which results in them being more affected by the negative effects of the applications design. These effects were notably game addiction, financial pressure, and insufficient information for language learning, as well as the game elements used in the application. Furthermore, TPE also existed towards people who are competitive and would have a big focus in the competition aspect of the application.

Studiens syfte var att undersöka socialsekreterares upplevda kunskap om hedersrelaterat våld och förtryck samt deras upplevda trygghet i arbetet av sådana ärenden. Dessutom hade studien som mål att analysera eventuella samband mellan upplevd kunskap och arbetslivserfarenhet samt mellan upplevd kunskap och trygghet.  Inspirationen hämtades från SVT:s Uppdrag Granskning "Bortförd" (2023), där socialtjänstens hantering av hedersärenden kritiserades. Fokus i vår studie låg på bristen på kunskap och kopplingen mellan upplevd kunskap, trygghet och arbetslivserfarenhet. Genom att genomföra en enkät med 45 svar från socialsekreterare från 17 svenska kommuner och analysera svaren med statistikprogrammet SPSS, avsåg studien att belysa dessa aspekter. Resultatet indikerade att socialsekreterarnas upplevda kunskap om hedersrelaterat våld och förtryck låg på en medelnivå, medan känslan av trygghet i arbetet var relativt hög. Arbetslivserfarenhet visade en svag men signifikant koppling till upplevd kunskap. Dessutom observerades en stark positiv korrelation mellan upplevd kunskap och trygghet. Sammanfattningsvis bekräftar studien behovet av ökad kunskap om hedersrelaterat våld, då många upplever att de behöver mer kunskap i ämnet. Trots utmaningarna känner sig socialsekreterare relativt trygga när de arbetar med hedersrelaterade frågor. / The purpose of the study was to investigate social workers' knowledge of honour-related violence and oppression, as well as being comfortable working on such cases. Additionally, the aim of the study was to analyze possible connections between perceived knowledge and work experience, as well as between perceived knowledge and being comfortable dealing with such cases.  The inspiration was drawn from a Swedish television program "Uppdrag Granskning" ("Mission: Investigation") episode named "Bortförd" ("Abducted") (SVT 2023), where the social services dealing of honour cases were criticized. The focus of our study was on the lack of knowledge and the connection between knowledge, being comfortable dealing with such cases and work experience. By conducting a survey with 45 responses from social workers from 17 Swedish municipalities and analyzing the responses with the statistical program SPSS, the study intended to shed light on these aspects. The results indicated that social workers' perceived knowledge of honour-related violence and oppression was on average, while their sense of comfortability dealing with such cases was higher. Work experience showed a weak but significant connection to perceived knowledge. In addition, a strong positive correlation was observed between perceived knowledge and the feeling of being comfortable dealing with honour-related cases. In summary, the study confirms the need for increased knowledge about honour-related violence, as many believe they need more knowledge on the subject. Despite the challenges, social workers feel relatively confident when working with honor-related issues.