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Människan är en social varelse och att tillhöra ett socialt sammanhang är centralt. Syftet med detta arbete är att studera hur individer från etniska minoritetsgrupper agerar för att möta det omgivande samhället. Denna studie har använt sig av en kvalitativ metod där sju semistrukturerade intervjuer gjorts för att besvara studiens syfte och frågeställningar. Studien genomfördes med fyra kvinnor och tre män, där majoriteten är födda och uppväxta i Sverige och där två är födda utomlands men uppväxta i Sverige. Studiens resultat visar att etniska minoriteter upplever att samhället har få om några förväntningar syftar istället på att de i mötet med samhället så möter de även på fördomar. Studiens fynd enligt deltagarnas upplevelser av assimilation i mötet med samhället är att roller tas av olika etniska minoriteter för att motbevisa fördomar eller för att bevisa att de är kapabla till minst lika mycket som alla andra. Alla deltagare har anammat sina dubbla identiteter och menar att alla deras identiteter, de nationella och etniska, tillsammans blir en helhet. Majoriteten menar att i mötet med samhället framhäver de en version av sig, de gör sig aldrig till i sitt rolltagande dock tonar de ner andra sidor för att inte mottagaren skall tro att dennes fördomar har bekräftats. / Man is a social being and to belong to a social context is essential. The purpose of this work is to study how individuals from ethnic minority groups act in the meeting with society. This study has used a qualitative method where seven semi-structured interviews have been executed to answer the study's purpose and questions. The study was conducted with four women and three men, where the majority were born and raised in Sweden and where two were born abroad but raised in Sweden. The results of the study show that ethnic minorities feel that society has few if any expectations. They mean that in the encounter with society, they also encounter prejudices. The study's findings, according to the participants' experiences of assimilation in the encounter with society, is that roles are taken by different ethnic minorities to rebut prejudices or to prove that they are capable of at least as much as everyone else. All participants have adopted their dual identities and believe that all their identities, national and ethnic, are in a combination a definition of their whole identity. They believe that in the encounter with the society, they emphasize a version of themselves, they never pretend to be someone else, however, they tone down certain aspects of themselves so that the recipient doesn’t think that his prejudices are correct.

Diploma thesis "Video game playing as a risk factor in adolescence?" deals with actuality of risks for children and youth linked to video games. This topic is currently intensively disscused because of cases of high school shootings. There are concerns that violence in video games is connected to rising of children and youth violence. Another risks refered to video games are addiction and obesity. This diploma thesis deals with these risk too. Goal of this thesis is find out if these risks are real and how great is influence of video games on addiction and obesity. Important topic in this thesis are parents. Parents are important participants who can oversee content of video games played by children and influence amount of time, which children and youth spend by playing of video games.

This study sought to evaluate role-plays assessments with adult role-players as a measure of parents' skill acquisition as taught in the Incredible Years (IY) program. Parent performance during the role-play assessments was compared to parent performance during parent-child interactions. Experiment 1 of this study included role- 6 play assessments for the IY program in a multiple-baseline design across 6 skills with pre and post parent-child interactions. Participants were 7 parents with children between the ages of 2 and 8 years. The parent-child interactions were also scored using the Dyadic Parent Interaction Coding System (DPICS). The effectiveness of the role-play assessments as a measure of skill acquisition as demonstrated by an increase in scores only after the skill is formally taught in the program, and similarity between behavior during the role-play assessments and behavior during the parent-child interactions, was not possible due to lack of data and participant attrition. Using a repeated measures design, Experiment 2 addressed limitations of Experiment 1 by utilizing 4 participants with no involvement in the IY program. Role-play assessments and parent-child interactions were conducted 5 times (1 time per week) with 1 training session for the skill area with the lowest scores across the first 3 baseline sessions during the 41 h observation. Results demonstrated differences between parent behavior with an adult role-player compared to their child with variable responding in both the child and structured and role-play assessments during baseline. Increases were observed during both post-training sessions with increases in the final session for the parent-child interactions for the selected skill area for 3 of the 4 participants. These data suggest that the role-plays are sensitive to detecting behavior change; however, the parents' behavior with an adult role player may differ from behavior with their children.

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I denna studie undersöks och jämförs två olika tillvägagångssätt som kan tillämpas för att memorera musik. Syftet med arbetet är att utveckla strategier för att jag enklare ska lära mig spela stycken utantill, detta genom att ställa fysisk och mental memorering mot varandra genom instudering av verk från olika genrer och med varierande komplexitetsgrad. Jag använder också formscheman som analysredskap. Tidigare har jag inte haft något bra sätt att memorera stycken på. Vid framföranden har jag ofta tappat bort mig i musiken. Genom studien fann jag att associativ minnesinkodning var mest effektiv av de valda strategierna, men att de alla utvecklade min instuderings- och memoreringsförmåga. Jag fann även att utantillspel inte är ett måste: det är acceptabelt att spela med noter om jag tycker att det låter bättre. / In this study, two different approaches to memorize music are compared. The purpose of the project is to develop my strategies for performing by heart. By engaging in different memorization processes, music works of different genres and difficultness were learned by heart. Furthermore, music analysis is used as a tool for the memorization. In the past, I didn't have a good strategy for memorizing. During performances, I often got lost while playing. Through the study, I found that content addressable access was the most efficient of the selected strategies. However, all strategies developed my abilities to study and memorize music. I also found that memorization is optional: if I think it sounds better, I will use the score when playing.

The present investigation was designed to increase the moral judgment and simultaneous role-taking skills of institutionalized male juvenile delinquents and investigated possible effects of affect on the subjects' responses to treatment.

In this thesis, I explore various techniques for achieving greater melodicism with the drumset. My approach centers primarily through different arranging methods. The basis of this work is four of my own compositions, specifically arranged in order to enable melodic playing with the drumset. Within the Jazz tradition certain instruments have specific roles. For example, the drums usually have an accompanying role behind the soloists and melody presentation. This is key within the context of the music however, in this project I try to discover the other musical roles primarily melodic and soloistic expression, with the drumset. This work could be of value to any jazz musician wanting to learn more about how different musical roles can influence improvisation and their general playing, and especially for those drummers wishing to develop their melodic playing. Keywords: Exploring different musical roles, compositions, drums, arranging, melodic playing / <p><strong><em>På konsersten framfördes fyra original kompositioner ut av mig:</em></strong></p><p><em>Aqua, På Väg, Framför Brasan &amp; The Last Dance</em></p><p><strong>Medverkande:</strong></p><p>Melker Annas - Trombon</p><p>Eskil Larsson - Tenorsax</p><p>Maja Svantesson - Sång</p><p>Anton Brodin - Gitarr</p><p>Jakob Ulmestrand - Bas</p><p>Ryan Ward - Trumset &amp; kompositioner</p>

In this study we wanted to compare how history teachers working in various stages in the compulsory school and high school bring history to life through artifacts and narrations and how it differed based on the students’ cognitive maturity. We also studied how the combination of artifacts, role-playing games and stories can affect students’ learning of history. Semi-structured interviews with five teachers ranging from middle school up to high school were implemented and we coded the results through materialistic and narrative theories. Our findings conclude that authentic artifacts are rarely used because teachers do not have the resources to administer them. Instead photographs and generated artifacts are most used. Narrations in the form of stories and role-playing games are used to help students understand how history is used today and to help the students understand past actors in their own contexts. Our research also shows that popular history is present in history education because teachers believe it is engaging for the students. Popular themes such as the Viking-age and the World Wars are easier for the students to engage with. Therefore, narratives from popular historical themes are easier to bring to life in history education. The higher the education, the more abstract use of history brought to life. In our findings we concluded that when history was brought to life in middle school education it was to make learning more entertaining. In the higher stages it was used to bring actual artifacts as tools to work with abstract didactical themes such as uses of history and critical analysis of sources. This correlates with the cognitive maturity of the students’ ages. Combined, artifacts and narrations give a more holistic view of the past since it provided multimodal teaching opportunities for the students regarding their historical empathy and historical understanding.