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The design of this architecture academy for one hundred students is an exploration of educational function, geometric construction with digital drawing tools, perspectival manipulation, and minimalist architectural aesthetics. Within the school are studio spaces, a shop, a library, a lecture room, faculty studies, and outdoor building yards. Itself technologically derived and constructed, this project fits into the framework of the modernist architectural movement. But like a wayward atom in an otherwise rigidly determined crystalline matrix, the building's form inserts itself into this stanchion at a point intended to commence a generative rift of new possibility. The goal for the institution is to foster an environment of exploration and progressive innovation through exchange and collaboration. This charge would fall squarely on the faculty of course, but hopefully the building itself would act as a catalyst for the search. Through its programmatic organization as well as its perspective-warping angular form, the building is designed to encourage or at least accommodate a participatory, dialectic way of studying and making architecture. Open studio spaces and the proximity and availability of the faculty studies are intended to foster ease of communication and collaborative interchange within the academy. Exchange of knowledge across multiple levels and points of view would occur both intellectually and spatially. The specific outcome of such a dialectically educational environment cannot be accurately predicted, and therein lays the vibrant potential of the proposal. The rigid predictability of enlightenment rationalism has outlived its modality and a new model is needed in order to move forward. The goal of the contemporary architecture academy should not be to establish the primacy of one mode of operation but to invite a plurality of approaches to the table. / Master of Architecture

This study aims to examine teachers' views on special adaptation againt behavioral problems with pupils in the elementary schools' lower grades. In addition, there is and interest in how teachers motivate their didactic choices in the classroom with theese students. A qualitative study was done by using semi-structured interviews which were customized according to the aim. The respondents' answers were then analyzed based on the research found in this study. In order to present the results we have created three themes, each one based on the issues raised in our study. The result shows that there are different perspectives in understanding behavioral problems. Furthermore, the results present that there is a difference in teachers' way of describing these problem situations depending on which perspective teachers adopt.

Lupus is a complex, poorly understood long-term disease in which the body's immune system mistakenly attacks healthy tissues of any part of the body. The disease mainly affects young women of childbearing age. Studies from developed countries show that the condition affects individuals physically, emotionally and socially. However, nothing is known about how having lupus has affected individuals living with the condition in the African continent. I explored how lupus had affected individuals living with the condition in Kenya from the time individuals began to feel unwell. I interviewed three groups of participants. 10 individuals who attended the public rheumatology clinic, 11 individuals who attended a private rheumatology clinic and 6 doctors who worked in the rheumatology clinics. The study found that some individuals delayed in getting medical help for their lupus. It appears to take a long time for individuals to get their lupus diagnosed due to organisation and staffing of the Kenyan health system. It was also perceived by individuals with lupus that treatment for the condition was difficult to access and it was also costly. Some individuals believed that their lupus had a supernatural cause. Often there appeared to be a lack of understanding of lupus by individuals who suffered from the condition; and also by others, some having experienced disapproval or negative feelings from others. Individuals with lupus reported lacking the financial resources and social support to manage their condition better. Lupus was affecting them physically, emotionally and had an impact on their social lives. There are a number of challenges in living with lupus in Kenya, including individuals' and others perception of the condition, but also how healthcare is provided to these individuals.

Time perspective (TP) represents a person's tendency to focus more on the past, present or future and has been shown to predict measures of individual well-being (Boniwell, et al., 2010). This study examined the relationship between one’s time perspective and measures of hedonic and eudaimonic well-being, specifically positive and negative affect, satisfaction with life, and self-actualization. Furthermore, this study explored hope across the different time perspectives. Two hundred and eighty eight Canadian adults were recruited via social media websites. Hierarchical cluster analysis was used to validate the Balanced Time Perspective construct and suggests that the Hedonism time profile is as adaptive as the Balanced Time Perspective. Correlational analysis was used to examine the association between hope and the five different time perspectives. Results indicate that the past positive time perspective is most predictive of high levels of hope. Results were discussed and integrated into current time perspective and hope research.

In the Swedish Curriculum (Lpfö 1998, revised 2010) it is directly stated that childrens learning should be documented, a tool for this is to document by a pedagogical documentation. Therefore it is of great importance for preschool teachers to relate to a pedagogical documentation, in any aspect of it. I have in this study done a research on how preschool teachers use pedagogical documentation as a tool, and what their opinions are of implementing pedagogical documentation in their daily practice. This study is based on a qualitative method and six low-structured interviews executed in three different preschools. I have also used Vygotskijs sociocultural perspective as a theory in this study. The results of the study show that preschool teachers are using pedagogical documentation as a tool in their practice. They have a positive attitude towards it, and one interesting fact is that all of the preschool teachers find pedagogical documentation important for a childs development and learning. The aim is to use pedagogical documentation more often and always put the child in focus, when an educational documentation is in its process. / I läroplanen för förskolan (Lpfö 1998, rev. 2010) står det klart och tydligt att barns lärande och utveckling bör dokumenteras, ett verktyg för att möjliggöra detta är att dokumentera med hjälp av pedagogisk dokumentation. Således är det av stor vikt att som förskollärare relatera till en pedagogisk dokumentation, utifrån varje aspekt av den. Jag har i denna studie gjort en undersökning kring hur förskollärare använder pedagogisk dokumentation som ett verktyg i deras vardagliga pedagogiska arbete, samt vilka åsikter pedagoger har när det gäller att implementera den pedagogiska dokumentationen som ett arbetsverktyg i praktiken. Denna studie är baserad på en kvalitativ metod och sex låg-strukturerade intervjuer utförda på tre olika förskolor. Jag har även som teoretisk utgångspunkt redogjort kring Vygotskijs sociokulturella perspektiv i denna studie. Resultatet i denna studie visar på att förskollärare använder pedagogisk dokumentation som ett verktyg i deras pedagogiska arbete. De har en positiv attityd, och ett intressant faktum är att alla förskollärare i denna studie finner pedagogisk dokumentation av stor vikt, vad gäller ett barns utveckling och lärande. Målet är att använda den pedagogiska dokumentationen oftare och alltid sätta barnet i fokus, när en pedagogisk dokumentation är i sin process.

Background: Nurses experience both positive and negative experiences when dealing with patients relatives who are present during resuscitation. Factors that affect this include the current situation, past experiences and the nurses knowledge. Nurses percieve support as important for relatives that should be offered in form of a contact person. Problem: Relatives may be an important part of the patient's life but don’t always get the opportunity to participate in decision-making regarding their presence at the patient's resuscitation. Aim: To investigate the experiences of attending resuscitation in hospital from a relatives perspective. Method: Literature study with qualitative approach. Results: Relatives describe positive experiences when present such as ensuring that everything is done for the patient and to see how healthcare professionals act. The negative experiences are anxiety, fear and helplessness. Relatives may be in need of contact with the patient to support him/her and also with healthcare professionals to see their efforts. Conclusion: Relatives experience advantages when attending the resuscitation, which nurses should think about. To support relatives a contact person from the care team should be available. Guidelines concerning relatives presence in the hospital should be formed as a support for the nurses. / Bakgrund: Sjuksköterskor upplever både positiva och negativa erfarenheter i samband med närståendes närvaro vid återupplivning. Faktorer som påverkar är exempelvis den rådande situationen, tidigare erfarenheter och deras kunskap. Sjuksköterskor uppfattar stöd för närstående som viktigt under återupplivning på sjukhus, vilket kan erbjudas i form av en kontaktperson. Problem: Närstående kan vara en viktig del i patientens liv men får inte alltid delta i beslutsfattandet kring sin närvaro vid patientens återupplivning på sjukhus. Syfte: Syftet är att undersöka närståendes upplevelser av att närvara vid återupplivning på sjukhus. Metod: Litteraturstudie med kvalitativ ansats. Resultat: Närstående beskriver positiva upplevelser av att närvara som exempelvis att kunna se allt som genomförs på patienten och hur vårdpersonal agerar i situationen. De negativa upplevelserna är oro, rädsla och hjälplöshet. Närstående kan vara i behov av kontakt med patienten för att stödja denne och med vårdpersonal för att se insatserna som genomförs. Slutsats: Närstående upplever fördelar med att närvara vid återupplivning på sjukhus, vilket bör vara något som tas i åtanke av sjuksköterskor. För att lyckas stödja närstående så bör en kontaktperson från vårdteamet finnas lätttillgänglig. Riktlinjer vad gäller närståendes närvaro på sjukhus bör utformas som ett stöd vad gäller hanterandet.

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This master's thesis is about how the primary school handles the Corona pandemic in school situations in Sweden, viewed from a children's perspective and child perspective. The empirical data is composed of observations and fifteen semi-structured interviews, with eight students and seven educators. Concepts that form the basis of the study are: being and becoming, children's perspective and the child perspective, children's participation, trust, risk and danger. Previous research shows that children have the right to participate in decisions that affect them. Some researchers advocate for children's right to participate in decision making, while others are critical of the claim. Whether children can participate in decision-making or not, is decisive for which perspectives are practiced, the children's perspective or the child perspective. The results show that children can participate in decision-making on smaller issues, such as when changing hand soap. Moreover, in larger issues, it is adults who make decisions based on what they consider to be children's best interests.

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