No description available.

The overall aim of this study is to study what experiences young Muslim women have of religious education in Sweden. The study examines how the respondents consider Islam and Muslim women are presented in religious education. The respondents are five young Muslim women between the ages of 19 and 25. The participants have taken part in schooling in a medium-sized town located in Sweden. The participants consider the religious teaching´s portrayal of Islam and Muslim women as provocative, negative and singled out. The respondents believe that the main reason for this is the teachers lack of knowledge about Islam. The participants have experienced elements in the teaching that have affected them negatively as they felt exposed in the classroom. Islam is often presented in relation to conflicts and violence, which the participants claim creates prejudices about the religion. Since the teachers according to the respondents possess too little knowledge about Islam, the consequences according to the participants will be a superficial education. The respondents claim that the teaching of Islam and the representation of Muslim women leads to the formation of stereotypical ideas. Based on the participant´s experiences, there are several shortcomings in the religious education. Since the Swedish school´s teaching should contribute to understanding of religion in order for the students to become respectful and understanding democratic citizens, a change is required, according to the participants.

No description available.

Vi lever idag i en värld där människor överkonsumerar jordens resurser. Människor uppmanastill att bli mer medvetna om sin energiförbrukning, och EU finansierar arbete för mer hållbardesign, men mer arbete krävs. Provokativ design är ett växande område som visat sig både kunna öka användaresengagemang och medvetenhet, och motivera till reflektion. Även inom digital design har ettintresse för provokativ design vuxit sig större. Det finns potential i att kombinera provokativdesign och digital design för att medvetandegöra användare om deras energiförbrukning, och hjälpa dem att reflektera över denne. Denna studie har undersökt hur provokativ design kan implementeras i en digital artefakt föratt belysa överkonsumtion. Genom att studera respondenternas reaktioner såg vi att det ärmöjligt att, med en förståelse för provokativ design, kontexten och målgruppen, skapa endigital provokativ design som kan belysa problemet för användare och få dem att reflektera.Vi såg en stark koppling till kontexten sociala sammanhang och erbjuder därför även förslagtill framtida forskning. / Today, we live in a world where overconsumption has drained the Earth's resources. Peopleare being urged to become more aware of their energy consumption, and the EU is fundingwork for more sustainable design, but more work is needed. Provocative design is a growing area that has been shown to both increase users' commitmentand awareness and motivate reflection. There’s also an interest for implementing provocativedesign in digital design that has grown larger. We see potential in combining provocativedesign and digital design to make users more aware about their energy consumption and helpthem reflect over it. This study has examined how provocative design can be implemented in a digital design tohighlight overconsumption. By studying the respondents' reactions, we saw that it is possible,with an understanding of provocative design, the context and the target group, to create adigital provocative design that can illuminate the problem for users and make them reflect.We saw a strong connection to the social contexts and therefore also offer suggestions forfuture research.

The beliefs that teachers have about teaching and learning have an influence on the practices that teachers implement. This is particularly relevant, although not exclusively, to teaching practices that meet the needs of Māori students in our bicultural learning environments of New Zealand. There is a growing amount of research to support the use of student voice data, the benefits of which can be seen at a school level, at the classroom teacher level as well as for the individual students themselves. This research project focused on exploring the impact of students sharing their thoughts and opinions about their learning, (i.e.: student voice data) on influencing teachers’ beliefs about teaching and learning. In doing so it explores effective facilitation of this process in a bicultural learning environment. In particular it investigates the potential of a combination of specific tools, notably student focus groups and coaching conversations with teachers to influence teachers’ beliefs. This study took place in two low decile schools in Christchurch. It involved focus groups of Māori and non-Māori primary-aged students, alongside teacher reflective interviews being conducted on repeated visits. Its findings identified approaches for accessing authentic student voice in a bicultural learning environment. The thoughts and opinions shared by Māori students highlighted a focus on their own learning as well as celebrating their culture. Teachers reacted to student voice by making connections to their classroom programmes, and by accepting or dismissing more provocative statements. These reactions by teachers helped emphasize the most helpful methods for reflecting on this data. Their reflections, used alongside a specially designed ‘Teacher Belief Gathering Tool’, ascertained that teachers’ beliefs were both reaffirmed and changed through guided reflection and coaching conversations on student voice data. Teachers’ knowledge of effective teaching and learning, their motivation for changing their teaching practices, as well as witnessing success were all considerable factors in teachers changing their beliefs.

The aim of this study was to evaluate the therapeutic effect of rehabilitation in patients with carpal tunnel syndrome. The study focused on a comparison between electromyographic findings, the findings of physioterapist-led clinical examinations and the patient's subjective feelings, illustrated by a visual analogue scale of pain intensity. These three types of examinations were carried out prior to the commencement of rehabilitation and following 8 rehabilitation sessions (within a period of 2 months) in a cohort of 15 patients, and correlations between them were described. Given the high prevalence of the disease, an effort was made to find objective examination criteria without the need to resort to electromyography. Powered by TCPDF (www.tcpdf.org)

“Does provocativeliterature have a place in Swedish courses in high school? An examination of the didactic potential of American Psycho”. The essay aims to examine the didactic potential of the novel American Psycho with the support of the theoretical concept of alienation and Rita Felski's four aspects of reading (recognition,enchantment, knowledge, shock). By highlighting the defamiliarizationeffects that exist in the novel's duplications and extremes, the result shows a variety of didactically relevant questions. Among other things, the alienating effects show how the shifts in aspects could arise regarding issues concerning identity, human conditions and the view of society and people. Consequently, the results show that provocative literature, and in particular American Psycho, can be motivated on the basis that it challenges the student to new thoughts and opensnew perspectives, despite controversial and provocative content.

This masters thesis is about how to enhance creativity and investigates the design process of interaction designers, in terms of the creative process, design support tools and especcially through a concept presented in this thesis. The concept is called DSTZ (Design Support Tool Z) and suggests ways in how to support a designer in the creative process. An empirical study was carried out in the thesis that consisted of a survey conducted on 8 "interaction designers" investigating how interaction designers work and if they require or need any design support. A design survey was later conducted on 18 "interaction designers" of which 9 were professionals and 9 were students, to investigate the concept DSTZ and the creativity enhancing aspect. The resuls from the empirical studies show that a design support tool is desired and DSTZ has features that are useful and can enhance creativity. The features consist of 8 palettes and 3 funtions that are manifested in DSTZ. Further investigation is required in order to find data that support the statement that creativity can be enhanced through a design support tool.

Syftet med denna studie är att utföra en kritisk diskursanalys av ett urval konstkritiska texter som behandlar utställningarna Paul McCarthy: Head Shop/Shop Head från 2006 och Nationalmuseums Lust & Last från 2011. Utställningarna exemplifierar det jag kallar för den provokativa konstens diskurs. Genom analyserna vill jag se hur ett urval kritiker mottagit utställningarna samt ge en bild av den provokativa konstens diskurs med dessa två utställningar som exempel. / The exhibitions, Paul McCarthy’s Head Shop/Shop Head shown in 2006 and the Nationalmuseum’s Lust & Last shown in 2011, are in centre of this essay. The aim of the essay is to perform a discourse analytical study of a selection of art critical texts concerning these two exhibitions. The exhibitions exemplify what I have chosen to call “The provocative discourse of art”. I want to examine how a selection of art critics received the exhibitions, and also to present a view of “the provocative discourse of art”.

The everlasting noise in today's marketing landscape has given rise to provocative marketing, which has become a frequently applied technique by marketers in an attempt to attract individuals’ attention. Provocative marketing can be defined as a deliberate appeal within the content of a marketing message, expected to shock its audience, since it is signified with values, norms or taboos that are not generally challenged in marketing because of its equivocalness and distinctiveness. Profit-seeking companies are increasingly applying provocative marketing techniques in order to gain attention, and simultaneously, the World Wide Web has given rise to the phenomena of social media, which presents a new context for provocative marketing messages. Therefore, the purpose of this study is to explore how provocative marketing from profit-seeking companies is perceived by users’ in a social media context. In order to answer the purpose of the study, the research question is: ‘What makes advertisements provocative in social media?’ The study is of qualitative nature, and uses a cross-sectional research design by conducting a semi-structured focus group. The results reveal that provocative marketing is seen as a risky venture for profit-seeking companies to apply in the context of social media, however, the receiver would not be as shocked to see provocative marketing messages with sexual content in the context of social media as in the traditional media context. Moreover, provocative marketing in the context of social media runs the risk of becoming habitualized if displayed over a long period of time, and the element of shock can become dimished. Therefore, profit-seeking companies who apply provocative marketing in the context of social media need to constantly innovate and revive their advertisements to avoid tediousness.