Syftet med följande studie var att beskriva interaktionella mönster i en familj med två barn som stammar. Familjen filmades sju gånger under måltidssituationer. Den teoretiska utgångspunkten är en etnometodologisk syn på deltagares egna metoder och praktiker att organisera sina gemensamma sociala aktiviteter. Studien använder Conversation Analysis (CA) som analysmetod för att undersöka interaktionella mönster i familjen. Studien har undersökt barns samtalsturer med stamningssekvenser, samt hur personer i samtalssituationen responderar på dessa i olika samtalskontexter och med vilka praktiker. Praktikerna som har belysts är upprepning, ifyllnad och inväntan. Upprepningar tycks kunna ha till funktion att uppnå förståelse. Ifyllnad förekommer vid stamningssekvenser där informationen är tillräcklig för att göra en ifyllnad. Inväntan förekommer vid stamningssekvenser där informationen inte är tillräcklig för att fylla i eller föreslå en tolkning. Studien visar även på topikstrukturens påverkan på responspraktiker, närmare bestämt bristen på respons på stammade turer som utgörförsök till ämnesbyte.

<p>Most of today’s concrete structures that are built on site are mainly constructed in a traditional fashion with a lot of artisanal operations. One step towards industrializing the in-situ construction of concrete is to use prefabricated reinforcement. Through this method there can be a lot of savings when each bar doesn’t have to be placed and fixed separately on site. The option is to use reinforcement baskets or carpet (roll) reinforcement to decrease the construction time and increase the profitability, while still maintaining or improving the quality and make a significant improvement on the work environment.</p><p> </p><p>This report discusses and describes various alternative methods concerning reinforcement, for example prefabricated reinforcement cages and carpet (roll) reinforcement.</p><p> </p><p>That the construction industry is in need of a higher degree of industrialization than today is a generally accepted view. This is confirmed by a number of industrializing attempts like opening factories for building-elements, using weather protection and prefabricated construction parts. Industrialized construction has a different meaning today than it had in the 60s and 70s when the most important factors were quantity, economy and time. These factors are also important today but there are other important factors like quality, customer satisfaction and work environment.</p><p> </p><p>Through interviewing some key persons inside Skanska, it was possible to identify some important factors and areas where problems and difficulties can occur when introducing more prefabricated reinforcement to Skanska civil construction department. Surveys based on these answers were sent to persons inside Skanska Sweden that have leading positions within the production. From the result of the interviews and the surveys problem areas, key figures and benefits have been identified. When the case study was performed it was possible to recognize the result from the interviews and the surveys were in fact the main issues discussed; total cost, time, work environment, simplicity in the construction, repetition, cooperation in an early stage, communication et cetera.</p><p> </p><p> </p><p>There has been a case study of a bridge where the planning of an already built bridge has been changed and adapted to the idea of rationalizing the reinforcement work through using as much prefabricated reinforcement as possible. The result is a theoretical bridge with a new way of building that promotes the idea of using as much prefabricated reinforcement as possible. Other keywords in this case study are standardization, simplicity and industrialization. The case study shows that through cooperation and above all a good communication between the involved parties during the planning, it was possible to shorten the construction time with approximately 25%. The cost savings were lower and not as striking as the time savings. The total cost for building the bridge was reduced with approximately 3.5%. The work environment would also be very much improved because a lot of the operations, that are dangerous and demands bad working postures, are eliminated. The concept that was developed through this bridge is a standardization that Skanska hopes to introduce on similar projects in the future.</p>

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Most of today’s concrete structures that are built on site are mainly constructed in a traditional fashion with a lot of artisanal operations. One step towards industrializing the in-situ construction of concrete is to use prefabricated reinforcement. Through this method there can be a lot of savings when each bar doesn’t have to be placed and fixed separately on site. The option is to use reinforcement baskets or carpet (roll) reinforcement to decrease the construction time and increase the profitability, while still maintaining or improving the quality and make a significant improvement on the work environment.   This report discusses and describes various alternative methods concerning reinforcement, for example prefabricated reinforcement cages and carpet (roll) reinforcement.   That the construction industry is in need of a higher degree of industrialization than today is a generally accepted view. This is confirmed by a number of industrializing attempts like opening factories for building-elements, using weather protection and prefabricated construction parts. Industrialized construction has a different meaning today than it had in the 60s and 70s when the most important factors were quantity, economy and time. These factors are also important today but there are other important factors like quality, customer satisfaction and work environment.   Through interviewing some key persons inside Skanska, it was possible to identify some important factors and areas where problems and difficulties can occur when introducing more prefabricated reinforcement to Skanska civil construction department. Surveys based on these answers were sent to persons inside Skanska Sweden that have leading positions within the production. From the result of the interviews and the surveys problem areas, key figures and benefits have been identified. When the case study was performed it was possible to recognize the result from the interviews and the surveys were in fact the main issues discussed; total cost, time, work environment, simplicity in the construction, repetition, cooperation in an early stage, communication et cetera.     There has been a case study of a bridge where the planning of an already built bridge has been changed and adapted to the idea of rationalizing the reinforcement work through using as much prefabricated reinforcement as possible. The result is a theoretical bridge with a new way of building that promotes the idea of using as much prefabricated reinforcement as possible. Other keywords in this case study are standardization, simplicity and industrialization. The case study shows that through cooperation and above all a good communication between the involved parties during the planning, it was possible to shorten the construction time with approximately 25%. The cost savings were lower and not as striking as the time savings. The total cost for building the bridge was reduced with approximately 3.5%. The work environment would also be very much improved because a lot of the operations, that are dangerous and demands bad working postures, are eliminated. The concept that was developed through this bridge is a standardization that Skanska hopes to introduce on similar projects in the future.

Skolorna i Sverige utvecklar kontinuerligt sin tekniska användning och använder allt mer digitala läromedel i undervisningen i matematik. Utbudet av digitala läromedel i matematik är stort men trots detta är användningen av det låg eftersom en osäkerhet finns bland undervisande lärare. Bråk är dels ett komplicerat område att undervisa i men också ett komplext område för eleverna att befästa (Ervin, 2017). Bråkräkning är problematiskt för eleverna eftersom de har svårt att förankra området till sin verklighet. Bråk är ett moment där flertalet elever förstår det matematiska innehållet genom konkret material eftersom då finns möjlighet att förankra till sin verklighet och vardag. Det digitala läromedlet gör denna process svår då det endast erbjuds ett abstrakt tankemönster i uppgifterna som presenteras. I läromedelsgranskningen som utförs kommer ett digitalt läromedel från Gleerups matematik granskas för att undersöka hur uppgifter inom bråk för årskurs 6  är strukturerade utifrån ett analysverktyg baserat på tidigare forskning och med utgångspunkt från Heddens teori (1986). Läromedelsgranskningen kommer också undersöka hur lärarhandledningen till läromedlet stödjer läraren i sin undervisning inom bråk. Vid granskning av Gleerups digitala läromedel i matematik visar resultatet att uppgifterna är strukturerade och representerade på en nivå som inte skapar djupare förståelse dels eftersom endast ett korrekt svar krävs. Lärarhandledningen beskriver inledningsvis tillhörande generella funktioner och möjligheter för att stödja lärarens undervisning men vid djupare gransknings försvinner dessa riktlinjer och en specifik koppling till bråkområdet förekommer inte.

This essay examines the role of repetition in the two novels Älskaren (The Lover) by Marguerite Duras and Den amerikanska flickan (The American Girl) by Monika Fagerholm, through a thematic and comparative reading. The study mainly uses Bruce F. Kawin’s analysis of repetition in literature and language as well as it refers to Cathy Jellenik and her analysis of rewriting in the works of Duras. The study also takes into Julia Kristeva’s idea of Duras as a writer lacking of catharsis. Furthermore, the essay analyses both novels by applying Sigmund Freud’s term “repetition compulsion”. The essay shows how Fagerholm and Duras both use permissive writing, which means that the authors boldly write clichéd replications in their texts. Both writers practice what Kristeva calls “an aesthetics of awkwardness”. Aswell, the authors both question whether a story at all is able to be told: they work with what Jellenik calls “an aesthetics of doubt”, but in different ways. Moreover, by using the work of Kawin, the essay shows how the authors have different ways of handling time. The study shows indications of repetition compulsion in the characters and also exemplifies instances of what Kristeva calls “reduplication”. Through this a fragmentary and Nietzschean perspective of the self is displayed in the novels. The study review how Duras can be said to be a writer lacking of catharsis, while Fagerholm on the other hand liberates one of her protagonists from repetition compulsion by allowing the character to undergo a catharsis. Finally, the essay conclusion points out that Duras and Fagerholm are postmodern writers who know how to challenge the concept of truth. Even if they are different writers in many aspects, they both use repetition as a method to express something unspeakable. They can be said to write also by an aesthetics of search for the truth; a search for an origin tale which they both argue as biased and is therefore impossible to capture.

Skolans uppdrag är att ge eleverna förutsättningar att leva i ett föränderligt samhälle och att lära ut språk som gör att de kan delta i olika samhällsfrågor. Syftet med studien är att undersöka vilka didaktiska val lärare gör vid muntlig undervisning för att utveckla elevernas ordförståelse. Frågeställningen som studien utgår ifrån är ”vilka didaktiska val ligger till grund för lärares muntliga undervisning, i årskurserna F-3?” Utifrån en granskning av tidigare vetenskapliga studier som berör föreliggande studies frågeställning, kunde fyra teman synliggöras, vilket utgör studiens analytiska ramverk. Dessa är ”lärarens ordval”, ”lärarens upprepning av ord”, ”lärarens konkretisering av ord” och ”dialogisk undervisning”. Det analytiska ramverket används för att analysera och diskutera resultatet. Studiens empiri samlades in via semistrukturerade intervjuer med 11 lärare som är verksamma i F-3. Empirin analyseras därefter med teoridriven tematisk analys. Resultatet visar att lärarna väljer ut ämnesord och vardagsord. Lärare väljer också att upprepa ord på olika sätt i olika situationer samt att konkretisera ord med exempelvis bilder. Dialogisk undervisning förekommer genom att lärare exempelvis låter elever förklara ord för varandra. Gemensamt för alla lärare i studien är att en del didaktiska val är planerade och andra är mer spontana. I föreliggande studie framkommer det även att tidsbrist gör att dialogisk undervisning och repetition av ord ibland bortprioriteras. Vetskapen om detta samt vikten av ordförståelse pekar på att det hade varit intressant att genomföra en kvalitativ studie där lärare i sin undervisning prioriterar att utgå från alla fyra teman inom ordförståelse som denna studies analytiska ramverk presenterar. Detta med syftet att se om prioriteringen av alla fyra teman är gynnsamt för elevers ordförståelse i praktiken. / The school’s mission is to provide pupils with the conditions to live in a changing society and to teach languages that enable them to participate in various social issues. The study aims to investigate which didactic choices teachers make in verbal teaching to develop pupils’ vocabulary. The study’s question is “what didactic choices form the basis for teachers’ verbal teaching, in grades F-3?”. Based on a review of previous scientific studies relating to this study’s question, four themes could be highlighted, constituting the study’s analytical framework. These are “the teacher’s choice of words,” ”the teacher’s repetition of words,” “the teacher’s concretization of words,” and “dialogical teaching.” The analytical framework is used to analyze and discuss the results. The study’s empirical data was collected through semi- structured interviews with 11 teachers working in F-3. The empirical data is then analyzed with theory-driven thematic analysis. The results show that teachers select subject words and everyday words. Teachers also choose to repeat words in different ways in different situations and to concretize words with, for example, pictures. Dialogic teaching occurs when teachers, for example, let students explain words to each other. Common to all teachers in the study is that some didactic choices are planned and others are more spontaneous. The present study also shows that lack of time means that dialogical teaching and repetition of words are sometimes not prioritized. The knowledge of this and the importance of word comprehension indicates that it would have been interesting to conduct a qualitative study where teachers in their teaching prioritize starting from all four themes in word comprehension that this study’s analytical framework presents. The purpose of this would be to determine if prioritizing all four themes is beneficial for students’ word comprehension in practice.

August Strindbergs dramer Till Damaskus I, Ett drömspel och Spöksonaten har många likheter och brukar ofta refereras till som ”drömspel” på grund av deras drömlika stämning. Vad skapar denna stämning? Den här uppsatsen undersöker hur olika typer av upprepning utgör grepp med vilka Strindberg bygger sin speciella värld, som står mitt emellan drömmen och verkligheten. Det är en närläsning som både ser till makro- och mikroperspektiv; undersökningen gäller både retoriska språkfigurer i dialogen och större strukturella upprepningar i dramat.   Upprepningens betydelse för skapandet av drömstämningen i Till Damaskus I, Ett drömspel och Spöksonaten kan i en bredare bemärkelse inte överdrivas. Trots dess mycket olika former i dramerna spelar den i alla tre pjäserna en stor roll. I Till Damaskus I är den strukturella och materiella upprepningen avgörande grepp i dramat. I Ett drömspel är återkommande scener och inte minst upprepningen i replikerna påtagligt och skapar effektivt en känsla hos läsaren av att befinna sig i en dröm. I Spöksonaten är det upprepningen av tidigare händelser innan dramats början i form av traumatiska minnen i olika konkretiserade former, som spelar störst roll och som man skulle kunna hävda utgör dramats mest bärande komponent. Trots dramernas många olikheter, förenas de av många likheter – så många och grundläggande att det inte skulle vara omöjligt att kalla dem för en drömspelstrilogi.

By conceptualizing repetition with the Swedish avantgarde aesthetics of the 1960s as a point of departure, this thesis argues that the repetition phenomena in the mature works of Per Olov Enquist (1934–2020) are indebted to the period. Hereby it brings together two major trends in the Enquist research that previously have been separate. In accordance with the main tendency of the period, the Enquistian repetitions reuse concrete constituents and are of technical and combinatory nature. According to the taxonomy introduced in the thesis, they are mainly internarrative, i.e., they transcend the limits of the individual stories. Thus, in Enquist, the superficial, anti-mimetic as well as anti-hermeneutical qualities pertaining to the period are a consequence of the specifically internarrative character of the repetitions, whereas the individual stories remain mimetically coherent. Furthermore, the thesis investigates a metapoetic discourse in the mature works; in part, it demonstrates a continuity between this discourse and the non-metapoetic notion of repetition in Enquist’s novels of the ‘60s. Altogether, the thesis proposes a way of historically situating the Enquist oeuvre as a whole; supposedly, it will contribute to further studies with similar aims.