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The licentiate thesis examines what spending time in a forest garden can offer children when this environment is used for teaching aimed at sustainability. What do the children remember from their visits to the forest garden? What do they find special or memorable? What can the children learn there? To answer such questions, walk-and-talk conversations were conducted with children who for a three-year period had regularly visited a forest garden during school hours. The overall purpose of the licentiate thesis is to deepen knowledge about what spending time in a forest garden in a school context can offer children, reflected from the children's perspectives. Furthermore, the thesis aims to deepen knowledge about walk-and-talk conversations as a data collection method when children are respondents. This leads to the research questions: 1. In what ways can walk-and-talk conversations as a data collection method reflect children's perspectives in an environment and in relation to places? What are the possibilities and limitations of the method? 2. What significance do forest garden visits in a pedagogical context aimed at learning for sustainability have from the children's perspective? The theoretical starting points of the licentiate thesis draw on social studies of childhood, ecological literacy and affordances. Another concept that emerged in the analysis process was plant blindness. Data consisted of audio-recorded walk-and-talk conversations, children's photographs and recorded informal, supplementary interviews. A total of 28 children (11 boys and 17 girls) participated in sub-studies II and III. The children were aged 7-9 years, but most were 9 years old. The licentiate thesis consists of three sub-studies: Sub-study I is a literature review that focuses on opportunities, limitations, and challenges in using walk-and-talk conversations as a data collection method with children and young people. Walk-and-talk conversations can increase opportunities to capture children's perspectives and help to reduce power imbalances between children and researchers. However, analysing data from child-led walks and conversations can be challenging, while awareness of the researcher's own position and assumptions becomes particularly important. Sub-study II deals with the forest garden from children’s perspective. The first category, ‘to appreciate the place the forest garden’, contained the following themes: physical work, relationships with animals and plants, aesthetic and edible aspects and food, and friends. Most of the children enjoyed staying in the forest garden with its natural features. They valued the care of living organisms and felt that spending time in the forest garden was fun and exciting. In the second category, ‘aspects of learning in the forest garden’, the following themes emerged; practical skills, coexistence and caring, and biological knowledge and ecological understanding. Sub-study III deals with the four most photographed phenomena in the forest garden. The first were the plants, including trees and shrubs, which provided sensual, aesthetic and emotional affordances. The second was the pond, which provided physical affordances and wishes, while the third, the barbecue area, provided social affordances. Finally, the tipi provided affordances for privacy and imagination. To conclude: children's forest garden visits, with learning and nature encounters, can contribute to sustainable development. The investigated forest garden was an outdoor environment designed for children with natural features and with a focus on organic farming, where the forest garden educators helped to create a framework for both learning and relational opportunities. Developing ecological literacy in the new generation is a crucial concern, and the results of the licentiate thesis suggest that establishing educational outdoor environments where children receive parts of their education can contribute to the development of such literacy. The creation of outdoor environments for children is thus an important sustainability issue. / Licentiatuppsatsen undersöker vad skogträdgårdsvistelser kan erbjuda barn när en sådan miljö används för undervisning riktad mot hållbarhet. Det övergripande syfte är att fördjupa kunskap om vad skogsträdgårdsvistelser i en skolkontext kan tillföra barn, speglat utifrån barnens perspektiv. Vidare syftar uppsatsen till att fördjupa kunskaper om samtalspromenader som datainsamlingsmetod när barn är respondenter. Licentiatuppsatsens teoretiska utgångspunkter tar avstamp i barndomssociologi (Social Studies of Childhood), ekologisk litteracitet och affordances. Ett annat begrepp som framkom efter analysprocessen var växtblindhet. Den undersökta skogsträdgården, var en natur- och utomhusmiljö med inriktning mot ekologisk odling designad för barn, där skogsträdgårdspedagogernas pedagogiska inramning bidrog till att skapa både pedagogiska och relationella möjligheter. Metodvalet har varit ljudupptagna samtalspromenader, barns fotografier samt inspelade informella, kompletterande intervjuer. Sammanfattningsvis visar resultaten att barns skogsträdgårdsvistelser, lärande och naturmöten bidra till hållbar utveckling. Utvecklandet av ekologisk litteracitet hos den uppväxande generationen måste betraktas som central, och licentiatuppsatsens resultat pekar mot att anläggandet av pedagogiska utomhusmiljöer där barn får delar av sin undervisning kan bidra till utvecklandet av sådan litteracitet. Tillskapandet av utomhusmiljöer för barn är därför en viktig hållbarhetsfråga.

No / The Silences Framework and its underpinning concept of ‘Screaming Silences’ was originally presented with the invitation for further peer review and utilisation in other contexts in order to test its usefulness and enable critique by a wider audience. This paper reports the use of the framework in a study researching nurse-led interventions for released ex-offenders. Screaming Silences were situated in how an issue, as experienced by ex-offenders, screams out to them in relation to their health and its impact on their reality while remaining silent in the consciousness of society and the application of practice. In addressing these Screaming Silences, we associated the Silences Framework within marginal discourses as they are less prioritised by policy and frequently positioned as far removed from what society considers as normal. Screaming Silences were situated in the subjective experiences of ex-offenders known as the ‘listener’ and the social and personal context in which these experiences occurred. We affirmed that the framework is ideally suited for researching issues which are under-researched, silent from policy discourse and excluded from practice, as it is oriented towards exploring individual experiences by valuing individual interpretations of events.

Attention Deficit Hyperactivity Disorder, better known as “ADHD”, is a neurodevelopmental disorder characterized by behaviors that include inattention, hyperactivity and impulsivity. In recent years, specifically after the publication of DSM-5, the disorder has become a widely known phenomenon through its increasing comprehensive criteria - resulting in more people getting diagnosed. The aim of this study has therefore been to explore the research area characterized by critical perspectives of ADHD. This was done through the method of a literature study where we systematically read and gathered scientific literature that was then divided into three different themes: 1) The view on ADHD, 2) Diagnosis, 3) Treatment. Analyzing the results with the help of social constructivism as a theoretical framework showed that the established portrayal of ADHD isn’t as obvious as it’s often shown to be. Criticism aimed towards the dominant biological perspective on ADHD questions the legitimacy of the scientific background on which it is based. The present study concludes that further research should consider giving critical perspectives to show the complexity of the diagnosis and invite a better understanding of ADHD.

Detta är en kvalitativ studie som fokuserar på de språkliga hinder somutrikesfödda kvinnor som är analfabeter möter när de försöker integrera sig idet svenska samhället. Genom litteraturgenomgång och empirisk forskningmed kvalitativa intervjuer med sex illitterata invandrare kvinnor, identifieras flera viktiga aspekter som påverkar dessa kvinnors förmåga att lära sig svenska.Studien identifierar dess hinder som inkluderar kulturella skillnader, brist påtidigare utbildningserfarenheter, och det sociala trycket från att anpassa sig tillett nytt språk och en ny kultur. Forskningen undersöker olika strategier för attövervinna dessa hinder. Resultaten pekar på att språket spelar en avgöranderoll för att kommunicera och delta i samhället.För att överkomma dessa hinder föreslår studien strategier som inkluderarsvensk undervisning via modersmålet, digital undervisning och att använda digitala verktyg som kan ökad tillgång till delaktighet i samhället. Slutsatsen betonar vikten av att utforma integrationsåtgärder som tar hänsyn till despecifika behov hos analfabeter och tar sikte på att främja språkkunskaper ochkulturell förståelse för en mer framgångsrik integration i det svenska samhället, vilket i sin tur kan öka deras möjligheter till sysselsättning och social delaktighet. / The qualitative study focuses on the linguistic obstacles that foreign-bornwomen who are illiterate face when they try to integrate into Swedish society.Through a literature review and empirical research with qualitative interviewswith six illiterate immigrant women, several important aspects are identifiedthat affect these women's ability to learn Swedish.The research also examines different strategies to overcome these barriers.The results indicate that language plays a decisive role for integration andparticipation in society. The study identifies these barriers that includecultural differences, lack of previous educational experiences, and the socialpressure of adapting to a new language and culture. To overcome theseobstacles, the study suggests strategies that include Swedish teaching via themother tongue, digital teaching to use digital tools that can increase access toparticipation in society. The results emphasize the importance of designingintegration measures that consider the specific needs of illiterate people andaim to promote language skills and cultural understanding for a moresuccessful integration into Swedish society, which in turn can increase theiropportunities for employment and social participation.

Sammanfattning Syftet med studien är att undersöka förskollärares och specialpedagogers definitioner av inkluderingsbegreppet och deras arbetssätt för att skapa en miljö där alla barn får samma förutsättningar. Studien analyserades genom tematisk analys i relation till den sociala, didaktiska och rumsliga inkluderingen och det kompensatoriska, kritiska och dilemmaperspektivet. Datamaterialet samlades in genom semistrukturerade intervjuer med en kvalitativ metod. Resultaten visade att specialpedagoger och förskollärare beskrev inkludering som brett och komplext. De betonade vikten av att anpassa miljön och undervisningen för att främja inkluderingen i verksamheten. Genom att använda TAKK kunde pedagogerna stödja barn med särskilda behov i sitt lärande. Pedagogerna beskrev att inkludering innebär att lyssna på barns åsikter och att barns olikheter kan vara en resurs eller ett problem. Studiens slutsats var att begreppet inkludering är mångtydigt.   Nyckelord: Inkludering, miljö, undervisning, specialpedagogiska perspektiv / Abstract   The purpose of the study is to examine preschool teachers’ and special educators’ definitions of the concept of inclusion, and their working methods to creating an environment where all children have the same opportunities. The study was analyzed by using thematic analysis in relation to social, didactic and spatial inclusion, and to compensatory, critical and dilemma perspectives. Data were collected through semi-structured interviews using a qualitative method. The results showed that special educators and preschool teachers described inclusion as broad and complex. They emphasized the importance of adapting the environment and teaching to promote inclusion in the activities. By using TAKK, the educators were able to support children with special needs in their learning. The educators described that inclusion means listening to children’s opinions and viewing their differences as a resource or a problem. The study concluded that the concept of inclusion is multifaceted.     Keywords: inclusion, environment, teaching, adaptation, special educational perspectives.

Den snabba utvecklingen av generativ AI har lett till en utbredd, och ibland okritisk, användning av tekniken. Behovet av att kontinuerligt och hastigt uppdatera arbetsmetoder kan leda till att etiska överväganden förbises. Generativ AI erbjuder visserligen stora möjligheter för utveckling av tillvägagångssätt, men dess snabba introduktion kan också medföra konsekvenser som potentiellt underminerar allmänhetens förtroende för offentliga institutioner. Denna studie syftar till att undersöka hur kommuner i Gävleborgs län hanterar de etiska utmaningar som uppstår vid implementeringen och användningen av generativ AI inom kommunikationsarbetet. Den undersöker om kommunikationsavdelningarna för etiska resonemang och om de anser sig ha tillräckligt med kunskap för hantering av generativ AI på ett etiskt hållbart sätt. Studien eftersträvar även att ta reda på hur synen på riktlinjer skiljer sig åt mellan de aktuella kommunerna. För att besvara dessa frågor genomfördes intervjuer med nio respondenter från sju kommunala kommunikationsavdelningar i Gävleborgs län.  Resultatet visar skiljaktigheter i hur kommunikatörerna i de olika organisationerna hanterar etiska frågor kopplade till generativ AI, där tilliten till den egna kompetensen och synen på riktlinjer varierar mellan kommunerna. Samtidigt finns en trygghet i att de kunskaper man redan har som kommunikatörer är både relevanta och nödvändiga för att möta de etiska frågor som användningen av de nya teknikerna kommer att innebära för organisationerna. Studien indikerar ett starkt intresse och en medvetenhet om de etiska utmaningarna som generativ AI medför, men också en tydlig vilja att upprätthålla medborgarnas förtroende för sina organisationer genom noggrant övervägda arbetsmetoder. / The rapid development of generative AI has led to widespread, and sometimes uncritical, use of technology. The need to update working methods continuously and quickly can lead to ethical considerations being overlooked. Although generative AI offers great opportunities for the development of approaches, its rapid introduction can also bring consequences, potentially undermining public trust in public institutions. This study aims to investigate how municipalities in Gävleborg county handle the ethical challenges that arise in the implementation and use of generative AI in communication work. It also examines how the communication departments are reasoning and whether they consider themselves to have sufficient knowledge to manage generative AI in an ethically sustainable way. The study also seeks to find out how the view of guidelines differs between the municipalities in question. To answer these questions, interviews were conducted with nine respondents from seven municipal communication departments in Gävleborg.  The results show differences in how the communicators in the various organizations handle ethical issues linked to generative AI, where the trust in their own competence and the view of guidelines varies between the municipalities. At the same time, there is security in the fact that the knowledge one already has as communicators is both relevant and necessary to face the ethical questions that the use of the new technologies will entail for the organizations. The study indicates a strong interest and an awareness of the ethical challenges posed by generative AI, but also a clear desire to maintain citizens' trust in their organizations through carefully considered working methods.

<p dir="ltr">The importance of public input is increasingly recognized in the restoration of contaminated communities. Opening the decision-making process to the public allows for a wider representation of interests regarding changes being made to the community and is a vital component to successful restoration and revitalization. Over the last 50 years, the Great Lakes Areas of Concern (AOCs) have undergone remediation and restoration of contaminated waterbodies and their surrounding area to improve environmental, social, and economic conditions. Though public input is typically sought out in these projects, it is common for many people and groups within a community to be uninvolved. As opportunities for community revitalization increase, it is important to understand the community’s role in this process. There is little understanding of what public participation looks like amongst AOCs; while many have successfully engaged with the community, others are still struggling to garner interest or involvement from their community. Our research examines community perceptions of revitalization, as well as the motivators and barriers in place for the public to be involved in the overall remediation, restoration, and revitalization framework using qualitative document analysis, interviews, and a survey instrument. Our results shed light on the importance of representation and trust in community participation and how revitalization is perceived by members of the community, as well as if revitalization indicators align with community interest in Great Lakes AOCs.</p>