This thesis is a study of perspective. Visual perspective invokes (thus creating) both understandings & misunderstandings of space through the use of depth. Depth in my opinion is perspective's ultimate aspiration; no great illustration or portrait of perspective can exist without an exuberant understanding of depth. Depth in architecture therefore becomes... [1] how the design & comprehension of space creates a volumetric understanding and sense of scale, and [2] how architecture can portray an intellectual understanding of its configuration and construction. . . A sort of architectural reality (to its representation). / Master of Architecture

This thesis examines the idea of perspective, specifically anamorphic perspective, and how anamorphosis can be applied to architecture. Anamorphosis is a distorted image that appears regular only from a certain point. With a focus on anamorphosis, perspectival drawings became the key component in the design of the library. Perspectives have been embodied in architecture; however, they remained limited to the realm of illusion, distinct from constructed reality. The library contains this duality of illusionism and realism. Similar to reading a book, one might get lost in the story, imagine themself as one of the characters, and question if they are in reality, or in the illusion of the book. To further enforce this falsehood, the library holds fictional books, ranging from fairy tales to mythological books. The library is constructed with three main corridors, which wrap around the inner core, an open-air courtyard. The corridors contain the illusion while the "reality" resides adjacent to these corridors. This gives the spectator a chance to witness the stage of the illusion and the behind-the-scenes of the illusion, the reality. / Master of Architecture

Sammanfattning Syftet med studien var att utvärdera hur barnperspektivet beskrivs och tar sig uttryck på det skyddade kvinnoboendet Siri i Uppsala, ur personalens perspektiv. Verksamheten riktar sig primärt till våldsutsatta kvinnor, men även kvinnornas barn är i behov av stöd och skydd. Av tidigare forskning framgår att barn som har upplevt våld löper risk att utveckla psykiska och sociala problem, vilket därmed innebär att de kan ha särskilda behov som Siri försöker tillgodose. Utvärderingen präglas av en kvalitativ ansats och har genomförts med hjälp av utvärderingsmetoden programteori. Programteorin beskriver hur barnperspektivet är tänkt att genomföras i Siris verksamhet. Utvärderingen ger svar på om personalen upplever att arbetet med barnen genomförs på det sätt som det är tänkt, om arbetet är kunskapsbaserat och om det förefaller vara så att Siri kan nå de mål som programteorin föreskriver. Kvalitativa intervjuer av semistrukturerad karaktär genomfördes med personal med olika utbildningsbakgrund som arbetar eller har arbetat på Siri. Vid analysen har, förutom programteorin, de teoretiska begreppen omsorgs- och delaktighetsperspektivet samt Harts delaktighetsstege använts. Av resultatet framkom att respondenternas uppfattningar gällande Siris målsättning i arbetet med barnen samt vilka aktiviteter det är tänkt att barnen ska erbjudas, överensstämmer med hur de beskrivs i programteorin. Det framkom även att aktiviteterna är förankrade i tidigare forskning gällande behov hos barn som har upplevt våld. I praktiken genomförs emellertid inte alltid de aktiviteter som det är tänkt att Siri ska erbjuda barnen. Hinder för genomförandet som lyfts fram i studien är personal- och bemanningsfrågor, att aktiviteterna inte har hunnit bli välförankrade i praktiken och att Siri är en svårplanerad verksamhet. Till vissa delar förefaller barnperspektivet vara knutet till olika personer även om personalen till stora delar var överens om att verksamheten har ett utvecklat barnperspektiv. Gällande barnens delaktighet på Siri framkom ett dilemma. Då mamman har det yttersta ansvaret för barnet kan personalen inte uppmuntra till mer delaktighet för barnet än vad mamman tillåter, varför olika barn upplevs ha olika möjlighet till delaktighet. Nyckelord: barnperspektiv, skyddade boenden, barn, omsorgsperspektiv, delaktighetsperspektiv / Abstract The aim of this study was to evaluate how the child perspective is described and expressed at the domestic violence shelter Siri in Uppsala. The organisation primarily focuses on women but their children are also in need of shelter and support. Research shows that children who have been exposed to domestic violence are at risk of developing mental and social problems. This means there is a possibility that they have special needs which Siri is trying to provide for. This evaluation is based on program theory and has a qualitative approach. The program theory describes how the child perspective is meant to be implemented in the organisation. The evaluation answers whether the staff experience that the program theory is being implemented as it is meant to be implemented. Furthermore the evaluation answers if the theory is evidence based and if Siri can reach the goals expressed in the program theory. The study is based on semi-structured interviews with members of the staff. The framework for analysing the results, besides the program theory, was the care perspective, the rights perspective and Rogers Harts ladder of children’s participation. The results show that the respondents’ opinions about the organisation’s activities and goals are consistent with the program theory, and that the theory seems to be based on previous research about needs of children who have been exposed to domestic violence. The activities that Siri intends to provide the children are not, however, always implemented in practice. The respondents expressed that the difficulties to implement the activities in the organisation mainly depends on staff issues, but also the fact that Siri is an unpredictable organisation. Furthermore the results show that the organisations’ child perspective, to a certain extent, depends on which member of the staff that is working; the child perspective varies from person to person. In general, however, there was an agreement among the respondents that the organisation is characterised by a child perspective. Keywords: child perspective, domestic violence shelter, children, care perspective, rights perspective

The aim of this papper is to investigate how spanish teacher understand the concept of Sustainable Development and how they implement the Education for Sustainable Development in their lessons. For this purpose we have used two different methods: the first was to analyze Swedish school policy documents (Education Act, Lgr 11 and Lgy 11) to see if they promote the Education for Sustainable Development in foreign language classes. The second was to analyze the perceptions of the teachers in terms of understanding and application of Sustainable Development in their teaching. A questionnaire study was conducted with 12 spanish teachers representing 11 secondary- and high schools in Växjö. The questionnaire contains 8 questions about personal information, 3 open questions about understanding of Education for Sustainable Development and 27 affirmations about Sustainable Development which measure teacher´s levels of agreement or disagreement (Likert ordinal scale). The results showes that Swedish school policy documents don´t make it clear that teacher in general and spanish teacher in particular have to educate for Sustainable Development (in the Education Act the words 'sustainable development' are not even mentioned). They also showes that 58 % of the teachers implemet in their teaching the Sustainable Development; 100 % of the teachers consider the lack of knowledge, the lack och time and the irrelevance of Sustainable Development in the spanish lessons as factors who difficult the Education for Sustainable Development; 92 % of the teachers would like to get more education about how to educate for Sustainable Development.

Yes / Organizations adopt blockchain technologies to provide solutions that deliver transparency, traceability, trust, and security to their stakeholders. In a novel contribution to the literature, this study adopts the technology-organization-environment (TOE) framework to examine the technological, organizational, and environmental dimensions for adopting blockchain technology in supply chains. This represents a departure from prior studies which have adopted the technology acceptance model (TAM), technology readiness index (TRI), theory of planned behavior (TPB), united theory of acceptance and use of technology (UTAUT) models. Data was collected through a survey of 525 supply chain management professionals in India. The research model was tested using structural equation modeling. The results show that all the eleven TOE constructs, including relative advantage, trust, compatibility, security, firm’s IT resources, higher authority support, firm size, monetary resources, rivalry pressure, business partner pressure, and regulatory pressure, had a significant influence on the decision of blockchain technology adoption in Indian supply chains. The findings of this study reveal that the role of blockchain technology adoption in supply chains may significantly improve firm performance improving transparency, trust and security for stakeholders within the supply chain. Further, this research framework contributes to the theoretical advancement of the existing body of knowledge in blockchain technology adoption studies.

Abstract The purpose of this study was to focus on the cause and effect of what has been referred to as intrinsic and extrinsic motivation when it comes to second language learning through literature, where the novel To kill a Mockingbird by Harper Lee served as an example. The study started off by presenting a definition of the so called intrinsic and extrinsic motivation respectively, as well as the three perspectives psychodynamic, cognitive and socio-cultural by which it was discussed, in order to cement the framework of it and problematize its boundaries accordingly. It later focused on where and how intrinsic and extrinsic motivation respectively came into play, and what possible outcome the two different types might result in when discussing language learning. The applied method was to do a qualitative hermeneutic study by presenting earlier research and having it as a basis when hypothesizing in order to solve the research questions. This study was limited to discussing intrinsic and extrinsic motivation respectively in order to ascertain how both phenomena manifest themselves and ultimately how they affect learning, and by presenting numerous examples in the analysis it was concluded that: a) extrinsic and intrinsic motivation tend to inescapably intertwine during the process of learning and thereby end up being in need of each other, and b) that the order to how one musters extrinsic motivation, when undertaking in the educational enterprise of reading a novel, was opposite from that of the intrinsic motivation as extrinsic motivation is based on an external source of reward and therefore merely in need of an external source rather than an intrinsic curiosity. Keywords Intrinsic motivation, Extrinsic motivation, Cognitive perspective, Psychodynamic perspective, Sociocultural perspective, Zone of proximal development, Efferent reading, Aesthetic reading.

The aim of this dissertation is to increase understanding of being a pupil in a remedial class. The thesis is based on interviews, questionnaires, and observations and includes parents, teachers, and pupils in ten remedial classes. Fifty-five percent of the studied pupils had no specific diagnosis. The thesis is based on five articles emanating from the interdisciplinary BASTA project (Basic skills, social interaction and training of the working memory). Article I focuses on self-concept, with a rating scale completed by the children. In Article II ethical issues related to the methodology of interviewing children are stressed. Article III focuses on teaching children in remedial classes, and is based on questionnaires completed by teachers and parents. Article IV is based on interviews with pupils. Article V is based on interviews with teachers and on classroom observations, and highlights the classroom climate. The theoretical approach used is a sociocultural perspective. From this perspective, learning is seen as becoming involved in different discourses, where interaction is seen as part of learning and development. The results of the thesis show that the pupils become bearers of the school’s perspective and blame the referral to remedial class on shortcomings in themselves. In transferring to the remedial class the pupils can lose their friends. Factors that reinforce this construction are the structured teaching and organisation of the classroom. These may hinder the pupils both in terms of friendship and of learning of subject knowledge. The main result is, however, that what the pupils in remedial classes primarily learn is to be pupils in remedial classes.

The purpose of this study is to find out what the educators idea of educational documentations in ratio to childrens inclusion and impact in pre-school are, together with the child's own perception of the concepts of documentation. We proceeded from the following issues: What are the significance of educational work according to the teachers? What is the teachers idea of a childs impact and inclusion in educational documentation? In what way do the children have influence over, and inclusion in educational documentation? What are the childrens feelings of the documentations? In order to find answers to our questions, we used qualitative examinations consisting of seven educators and seven children from various pre-schools in Stockholm, and thereby, we have analyzed our results. As our theoretical frame, we used ourselves of Vygotskijs and Säljö's sociocultural perspective that is about "progress and learning", which is achieved by interaction and cooperation in a social context. The result shows that the aim of educational documentation is to reveal the childs development and learning, and also to involve the parents by putting up documents on the wall. It is important for children to both participate and influence both the documentation and other sections of the school where it affects the children, but this is sometimes hard to fulfill in all situations. The educators realises that to make the children participate, they simply have to rely on the child group and their interest. They also have given activities that everyone should follow. The lack of time is an obstacle for all educators, but what they all have in common is that having the participation and weight of the child would benefit the childs growth.

Parkinson’s disease (PD) is a neurodegenerative condition which results in severe motor impairment. Deterioration in multiple domains of cognition is another hallmark of PD. Together, these motor and cognitive impairments impact substantially on language and communication. Co-speech gestures are a form of action and are also part of linguistic processes, yet have rarely been explored in PD. Gestures can provide imagistic depictions of concepts described by speech and contribute to communication in healthy individuals. They rely on visual, spatial, and motor simulations and imagery, which may be impaired in PD. It is therefore of clinical importance to evaluate how co-speech gestures might be impaired to understand the extent of communicative impairment in PD. PD can also provide a useful model to understanding the cognitive basis of co-speech gesture in healthy people. In Chapter 2, participants described isolated actions. Gesture rate did not differ between the two groups, however, the groups differed in terms of the visual perspective they adopted when depicting actions in gesture. Controls preferred a “character viewpoint” or first-person perspective where their hands represented the hands of the actor, whereas PD patients preferred an “observer viewpoint” or third-person perspective, where their hand represented a whole person. This finding was replicated and extended in Chapter 3 where low-motion and high-motion actions were described in a longer narrative task. PD patients produced fewer character viewpoint gestures when describing high-motion action events, suggesting a difficulty in simulating these events from a first-person perspective. In addition, PD patients had difficult depicting “manner” (how an action is performed) features in gesture during high but not low motion. Extending the findings of Chapter 2, whilst overall rate of gesture production was not affected, PD patients produced action gestures at a significantly lower rate than controls. Chapter 4 took a different focus by investigating gesture depictions of static spatial (rather than dynamic action) features via a house description task. Gesture rate did not differ, but the groups depicted different types of spatial properties to a different extent. Whilst both groups predominantly gestured about location and relative position information, PD patients gestured more about directions whereas controls gestures more about shape and size information. This suggests that different strategies were being employed by the two groups. Finally, testing young adults’ comprehension of these spatial gestures in Chapter 5 revealed that gestures did not significantly improve comprehension of either PD patients’ or controls’ spoken messages, though there may have been ceiling effects. However, both PD patients and controls were viewed as more competent when their messages were viewed with gestures. The findings suggest a selective action-gesture deficit in PD which complements work demonstrating action-verb impairments in these patients, and supports gesture production theories which hypothesise a role for motor simulations and imagery. Overall gesture rate appears to be largely unaffected. The effects of PD can be felt beyond changes to goal-directed action, in the realms of language and social behaviour, but gestures may be able to improve listeners’ social perceptions of PD patients.

Multinational Corporations (MNCs) currently face not only a dynamic business environment and challenging profit target, but also increased expectations from the public to take responsibility for addressing social, economic, and environmental issues. There is a tendency that the leading companies in the global market, especially MNCs, put more effort to the Social Innovation (SI). This study is to investigate what drives the MNCs to be involved in social innovation. In order to find out the reasons, we make use of the literature related to social innovation and social entrepreneurship to develop a framework of the motivation of MNCs towards social innovation. The framework combines three different perspectives (Individualistic Perspective, Organizational Perspective, and Institutional Perspective) to describe the motivation of MNCs. It includes ten main factors: philanthropy, ethics, self-awareness, new business opportunities, interfuntional collaboration, corporate culture, laws and regulations, market demands, strategic collaboration and territorial development. The study is also built on rich data collected through semi-structured interviews together with secondary sources from four MNCs in the different industries: KPMG, Coca-Cola, Porsche, and Philips. However, the empirical evidence indicates a revised framework of motivations of the social innovation in MNCs, including six main factors: self-awareness, new business opportunities, interfuntional collaboration, corporate culture, market demands, and strategic collaboration. Our research made a step into unexplored field of motivation of the MNC being involved in SI and hopefully will go further to investigate the rationale for such involvement.