The purpose of this essay is to map the debate regarding the government's climate policy andhow it is perceived from the perspective of different actors. The questions asked are: whichfocus areas are prioritized by the various actors and how does it relate to the IPCC's definitionof an ambitious climate policy? Also, based on the framework concept, which competingperspectives can be identified in the debate? The material that forms the basis of the essay ispublished "climate agendas" from the actors' websites. The theoretical framework applied inthe essay is framing theory, together with an operationalization of the concept of ambitiousclimate policy. The theory forms the framework in the essay's analysis part. To structure thework, a qualitative method has been applied. A functional idea analysis feels relevant basedon the design of the study as the aim is to consider climate policy in relation to certainspecific actors within the climate policy sphere. The idea analysis is actor-centered with theaim of giving a more vivid presentation by writing how certain actors argue in the debate.Previous research shows that many actors are difficult but beneficial and necessary to be ableto make the climate transition more efficient. On the other hand, attention is drawn to a kindof inertia in the current system that stops benefits that outside actors could contribute to theprocess. In agreement with previous research, this essay shows that many actors make itdifficult to create a climate agenda that includes all interests. However, the results indicatethat more actors are necessary to be able to design a more comprehensive climate policy.Despite an increased diversity of actors, national governments will still be a character as thecomprehensive laws, budget proposals and taxes affect which actors are included in the work.The essay's results show that many actors unite around some areas, but the motives behind,and the management options vary. Regardless of whether an actor has been assigned a role inthe environmental movement or not, it can be seen that three out of four actors have anoutspoken criticism of the government's climate policy.

<p> </p><p>The purpose of this essay was to show the pupils as presenters from their own and their teachers’ perspective. This was done regarding presentations by studying and comparing the applicability of the two structuralist theories media ecology theory and structural semiotic theory. The theories were used as model bases, aimed to correspond to opinions and experiences of Swedish upper secondary school pupils. Through a didactic approach, I intended to find out how pupils’ relations to presentations differ depending on how they regard them. Focus was on if they thought of presentations as comprehensive experiences or found similar elements in mediated and unmediated presentation contexts. An empirical field study was accomplished through qualitative interviews with pupils and teachers. The word “presentation” was treated as a discourse since data showed that respondents included diverse meanings and functions in the word. The analysis was based on the qualitatively collected empirical data that were applied on my models. Constructionism functioned as theoretical framework. My study indicated that the discourse presentation needs to be investigated further. </p><p> </p>

Online social networks are a natural part of the lives of today’s western youth. Media and information literacy is a central part of research in Library and Information science and until now there has always been more focus on these subjects in a learning context rather than in an every day life context. The aim of this study is to further examine how adolescent boys value and trust the information they receive via Twitter in their personal lives, and how this effects their view of their environment. The study was done with a qualitative method, where we conducted interviews with six boys who were all born in 1997. The results showed that they knew how to react critically to information on Twitter. Although none of the participants valued information on Twitter too seriously, they did feel that it kept them more updated than if they had not been using the social network.

This study aims to investigate how individuals that have been playing pen and paper role-playing games since the 1990s to 2016 view their own experiences and the development of role-playing games. Six informants were interviewed in-depth about their experiences and how they view the change of roleplaying games and how society sees it. All the informants had been playing roleplaying games since the 1990s and are still playing. In the thematic analysis, five themes were identified: negative experiences, relationships, fantasy, development and normative change. This study exemplifies the complexity of belonging to a stigmatized group and also how a cultural phenomenon can grow, change and become accepted. It also highlights the role the informants themselves played in that change. Interestingly, it was found that the informants kept playing, despite the stigma around their hobby, because they found role-playing to be meaningful and stimulating and not for the reason that they identified themselves as role-players. Furthermore, all informants mention that thanks to role-playing they have developed a skill-set (e.g. creativity, problem-solving, understanding of group dynamics), which has become valuable to them later in life. The informants always believed that role-playing was something positive and meaningful, which also was confirmed once enough research had been done.

The purpose of this essay was to show the pupils as presenters from their own and their teachers’ perspective. This was done regarding presentations by studying and comparing the applicability of the two structuralist theories media ecology theory and structural semiotic theory. The theories were used as model bases, aimed to correspond to opinions and experiences of Swedish upper secondary school pupils. Through a didactic approach, I intended to find out how pupils’ relations to presentations differ depending on how they regard them. Focus was on if they thought of presentations as comprehensive experiences or found similar elements in mediated and unmediated presentation contexts. An empirical field study was accomplished through qualitative interviews with pupils and teachers. The word “presentation” was treated as a discourse since data showed that respondents included diverse meanings and functions in the word. The analysis was based on the qualitatively collected empirical data that were applied on my models. Constructionism functioned as theoretical framework. My study indicated that the discourse presentation needs to be investigated further.