The objectives of Food4Me work package 5 included a baseline assessment of the ethical and legal aspects of personalised nutrition at the start of the project in 2011, as well as a final assessment at the end of the project (2015), taking into account results achieved in other work packages. The initial assessment made a number of ethical issues visible, most of them relating to the consumer of personalised nutrition service. The results depicted in this publication indicate that many of the questions raised in relation to these issues remain unsolved, and in some cases they seem to be neglected in relation to the services offered by internet companies.

Syftet med vår studie är att undersöka lärares syn på skolbiblioteket och dess funktion samt om samverkan mellan lärare och skolbibliotekarie sker. Vi vill även undersöka om man kan se något samband mellan de ämnen läraren undervisar i och hur de använder skolbiblioteket.

Våra frågeställningar är följande:

• Hur ser lärare på skolbibliotekets roll i den pedagogiska verksamheten?

• Samverkar lärare och skolbibliotekarier?

• Kan man se något samband mellan de ämnen läraren undervisar i och hur de använder skolbiblioteket?

För att få svar på våra frågor har vi utfört en enkätundersökning med öppna frågor på två skolor med lärare som undervisar i år 2–6. Vi lämnade ut 50 enkäter varav 36 besvarades, detta gav en svarsfrekvens på 72 %.

Resultatet visar att lärarna i vår studie generellt ser skolbiblioteket som en mycket viktig del i skolans verksamhet. Resultatet visar även att de som undervisar i svenska använder mycket skönlitteratur, de som undervisar i samhällsorienterade och naturorienterade ämnen använder mest facklitteratur. Skolbibliotekariens roll ses som viktig och betydelsefull, samarbetet med skolbibliotekarien påverkar synen av skolbiblioteket och är en avgörande faktor för hur det används.

The aim of this essay is to examine the eucharist in three denominations of Christianity, namely Svenska kyrkan, Pingst and Jehovah’s witnesses. These groups are examined individually, followed by a comparison of the different views of the eucharist. The information the examination is based on are different official documents provided by the named denominations’ theologians and elders for both members of the church as well as the public. The comparison is followed by a discussion about the relationship between the denominations’ view on eucharist and their ecclesiology, i.e. their view of the church. 

The results show that the differences between them are much due to the sources they use to support their claims as well as their individual history. The similarities are found to be due to a general desire to unite all members of the congregation and to let everyone take part in a collective connection with Christ regardless of whether or not the partakers roles in the church. The discussion about the relationship between the three denominations’ relationships between eucharist and ecclesiology show that the eucharist is a somewhat good representation of the general denominations’ views. This conclusion aligns with the view of Scott W. Bullard’s research about the relationship between the eucharist and the church, where the result is that the eucharist is a foundation of the church’s construction and organization. 

This essay examines the use of the character Harry Potter as focalizer in the Harry Potter series. The objective is to see how Harry’s preconceived notions are caused by his inability to grasp moral complexity. The study is conducted by a close reading of the novels with the focus on the relationship between Harry and the character Severus Snape. The study is based on the theoretical foundation of narratology by Gérard Genette, as well as Wolfgang Iser’s explanation of the implied reader. Many instances of interaction between Harry and Snape in the book series are dependent on Harry’s viewpoint and his preconceived notions. Harry as the focalizer of the text affects the implied reader’s given view of Snape, while the real reader sees other parts of his personality due to the independence from the focalizer’s point-of-view. Snape’s moral complexity shows by the choices he makes is the cause of the misconceptions held by Harry and the implied reader. 

The aim of this essay is to highlight tendencies of postmodernism in Harry Martinson’s Aniara (1956), a work that has traditionally been placed in a modernist context. The analysis centers around two aspects in the text with the aim of finding traces of a postmodern world view.

First the “mima”, an enigmatic machine that consoles the passengers in the first six years of the journey, is reasoned to be a mass cultural phenomenon rather than an elitist poetic device, as pre­vious studies have suggested. The cultural production of the machine is then analyzed in the light of the theories of hyper reality and simulacrum, as conceived by Jean Baudrillard. The analysis renders two possible implications, one where the machine can be viewed as a precursor to a post­modern positive attitude of mass culture, and one more modernistic where the machine in its role as mass culture numbs the passengers and prevents them from acting on their situation in time.

The second part of the analysis focuses on the view of metanarratives, as expressed within the fiction and in the wok as a whole. Jean-François Lyotard and his explanation of postmodernism’s incredulity towards metanarratives is used as a theoretical standpoint. The analysis shows that metanarratives are considered impossible within the fiction of Aniara as during the course of the journey, they are replaced with more local methods of creating meaning. On the whole, the book could be seen to replace the metanarrative of human progress by one telling of the inadequacy and inert destructibility of humanity. However, the analysis shows that metanarratives are rejected all together. The construction of a new metanarrative is made impossible by (1) the fictitious accounts clearly being a local event, (2) the text openly stating the impossibility of deeper interpretation and finally (3) the work employing a narrator too unreliable to be able to convey the unarguable truths necessary to create a new metanarrative.

En kvalitativintervjuforskning har utfört där tolv muslimska kvinnors utsatthet för kränkande behandling och diskriminering står i fokus. Dessa muslimska kvinnor, från Västergötland och Småland i åldrarna 20-50 år, har intervjuats med syfte att få insyn i om och i så fall hur de upplever islamofobi i sin vardag. Frågorna som ställts lyfter fram hur de uppfattar sin utsatthet för kränkande behandling och diskriminering utifrån att de identifierar sig som muslimer som bär slöja. Alla kvinnor bär idag slöja och frågor kring när slöjan blev en del av deras klädsel har ställts samt varför de valt att bära den. Frågorna kring slöjan har ställts i syfte att lyfta fram skillnader i allmänhetens bemötande av kvinnorna före de bar slöja samt efter att slöjan blev en del av deras vardagliga klädsel. Vid intervjuerna har grundfrågorna varit dem samma, men följdfrågorna har varierat vid de olika intervjuerna beroende på vilka svar kvinnorna givit kring deras erfarenheter och upplevelser.

Det som framkommit under intervjuerna är att samtliga kvinnor har utsatts för kränkande behandling och merparten av kvinnorna utsätts dagligen, men diskriminering är inte ett lika vanligt förekommande fenomen, endast två av informanterna har blivit utsatta för diskriminering p.ga. det faktum att de bär slöja.

De kränkningar som förekommer handlar framförallt om, etniska svenskar i olika åldrar, som kallar kvinnorna terrorist, IS älskare, att de talar om att kvinnorna borde åka hem igen eller att det vore bra om Sverige Demokraterna vinner.

     The hypothesis for this essay is: ”Teachers use assessment methods that are mainly summative and as a consequence student involvement in the assessment process is low, with too little focus on the goals of the education.” The primary aim is to investigate whether or not this hypothesis is true. To answer this, students were asked their opinions about assessment. Also, teachers were asked questions about assessment, to see if there is a correlation between students' and teachers' thoughts. The investigation was conducted through a questionnaire, which 46 students and three teachers answered. The students came from three different ninth grade classes.

     The results from the questionnaires indicate that mainly summative assessment methods are used since, for example, only 50% of the students know how they are being assessed. Also, when giving examples of assignments they get to do in class, most students gave answers that traditionally are connected with summative assessment. The results also show that student involvement in the assessment process is low, as 65% answered that they rarely or never get to self-assess, and they are only involved in planning subject areas sometimes. Also, a majority of 74% would like to have more personal conversations with their teacher about their development. However, most students feel that their teacher is clear about the goals and objectives of assignments.

     The conclusion reached in this essay is that the hypothesis was partly true. The teachers in this study use mainly summative assessment methods, and student involvement in the assessment process is low. On the other hand, teachers are good at explaining the educational goals. In a majority of the questions, students' and teachers' opinions about assessment coincide. However, the opinions differ greatly between the classes in all but two questions.

The aim of this study has been to see the conventionalisation and use of the Swedish word jätte (giant) in newspapers and texts written by pupils in the Upper Secondary School, primarily when used as an intensifier in compound words. The question forming the basis of the study is: “How, by whom and to what extent is jätte used in newspapers and texts written by pupils?”To answer the question two corpora have been analysed. The results show that jätte is quite common compared to other Swedish intensifiers as “tok” and “super”. Usually it is used together with adjectives. When used in newspapers it is most commonly used in direct speech, but it is also used in more formal parts of the paper as the editorial. In the texts written by the pupils it is mostly used in sections with narrative elements.The people who use jätte in newspapers can be divided into two groups, journalists and interviewees. The word is widely spread among people and it is used by both women and men of different ages and with different socio-economical backgrounds. Among the pupils it is mostly used by girls. The word is used in different subject areas, although it is more common in sports and entertainment. The wide range of subjects and users indicate that the word is accepted to use in the written language, although it is more common in informal contexts.

This is a study on the literature selection that Swedish upper secondary school teachers use when teaching Swedish, and the underlying motives and factors contributing to the selection of certain literature. Two questions form the basis for the study:Is there an implicit canon in the teaching of Swedish in upper secondary school, and if so what literature does it consist of? Against what background and knowledge do teachers select the literature they use in their teaching? To answer the two questions, a qualitative questionnaire study answered by 14 upper secondary school teachers of Swedish has been performed. The results show that the selections of litera- ture teachers make have connections to a literary canon. The similarities are greater between the authors teachers use than between the works they use by these same authors. The literature that is taught in school can be said to reflect a male, white and western perspective.The most common reason why a certain work has been selected is that the work is part of the cultural history and heritage and also part of the basic general knowledge. When teachers make their selection they are affected by things in their near surroundings like colleagues, the book selection of the school, students, curricula and to a lesser extent their own interests. A literary canon, textbooks and education have had a great impact historically on the literature taught in school, but nowadays teachers believe themselves less influenced by these things.

Astrid Lindgren är en av vår tids största författare och har böcker som läses runt om i hela världen. Genom undersökning av olika artefakter som tillkommit de senaste 12 åren kan en inblick, i hur stor hon faktiskt är denna Astrid, ges. Genom att placera artefakterna i de olika kategorierna: populärkultur, utbildningskultur och minneskultur för att sedan analysera vilka historiebruk som används när det talas om Astrid framkommer i undersökningen att det framförallt är inom det existentiella historiebruket samt det lokal-ideologiska historiebruket vi finner Astrid. Astrids namn och person används för att få människor att minnas samt att locka dem till olika turistmål som visar upp Astrid och hennes många karaktärer. Samtidigt som man kan se en skillnad i framställningen av Astrid inom populärkulturen, utbildningskulturen och minneskulturen. Inom populärkulturen samt utbildningskulturen påvisar man en stark Astrid med båda fötterna på jorden, som trots möte av hinder under åren kommer ut starkare och mer rakryggad än innan och som fortsätter att hyllas trots sina inlägg i samhällsdebatten. Inom minneskulturen däremot ser man framställningen av författaren Astrid. Den Astrid vi kände till när hon levde och den Astrid vi saknar.

Producing religion on film is not new and investigating the production of religion on film has also been done before. Popular culture has never been so present in our everyday life as it is today, therefore the interest in popular culture is big. This qualitative content analysis examines how Muslims are produced on film. The films used in the survey are: American Sniper, The Hurt Locker, Not without my daughter and Desert flower.

Previous research on the subject shows that films generally produce a stereotypical image of Muslims. Researchers argue that instead of showing that culture and individual may be the reason for some opinions or ways the angled the films to make it seem that everything has to do with Islam. The implicit message is then that only Islam is the cause of the Muslim mindset and action.

The results of my survey are the same results as previous research shows, Muslims are stereotypically produced, women wear veil and men are evil and aggressive.

Syftet med detta arbete var att undersöka och få grepp om de faktorer, som verkar mellan läromedlen och eleverna, respektive läromedlen och lärarna. Frågeställningarna var följande:

- Vilka faktorer påverkar läromedlets funktion?

- Vad kommunicerar dessa faktorer till lärare, respektive elever?

För att få svar på dessa frågor, genomfördes kvalitativa intervjuer bland lärare och elever i gymnasiet, i ämnet matematik.

I vårt arbete såg vi en röd tråd som löpte genom litteratur och artiklar. Tråden var vikten av det matematiska språket, och hur viktig den var för ett utvecklande av den matematiska förståelsen. Vi har skärskådat olika faktorer som vi fått fram genom en amerikansk utvärderingsprocedur. Faktorerna har undersökts och vi har tagit reda på vad dessa innebär. I intervjuerna med elever och lärare i gymnasieskolan har vi sett att våra antaganden blivit bekräftade.

Det som har framhållits i debatten, är att man skall ta bort läroböckerna, men med detta menar man inte alltid att de skall tas bort helt, utan att deras dominans skall minska. Detta bör ske till förmån för en dialog i klassrummen, i grupparbeten eller i dialoger mellan eleverna och lärarna. I vårt arbete har åsikter kommit fram som stödjer dessa tankar, att kommunikationen är viktig för att bygga upp den matematiska förståelsen.

This article concerns the impact of educational reforms on young people in Bolivian society as they transition into adulthood, against the backdrop of globalisation and far-reaching structural changes. Ethnicity and cultural capital are linked in complex ways with social stratification in Bolivia. In a pluricultural society, the language of instruction and curricular content are among the most fundamental conditions that determine which social or linguistic groups will be excluded or disadvantaged during formal education. Language and content are particularly significant in identity formation and in the shaping of cultural capital. Each contributes to the formation of specific intercultural skills and opportunities for communication within national or international communities. Additionally, each of these components helps determine which educational paths are open for young people, and which activities they can engage with later in life. In Bolivia, various education reforms have attempted to reshape these parameters. Intercultural Bilingual Education and other key aspects of the reforms will be described along with the historical context in which they emerged. Some conclusions are put forward related to their implementation.

The subcellular locations of Ca2+-ATPases in the membranes of cauliflower (Brassica oleracea L.) inflorescences were investigated. After continuous sucrose gradient centrifugation a 111-kD calmodulin (CaM)-stimulated and CaM-binding Ca2+-ATPase (BCA1; P. Askerlund [1996] Plant Physiol 110: 913–922; S. Malmstrom, P. Askerlund, M.G. Palmgren [1997] FEBS Lett 400: 324–328) comigrated with vacuolar membrane markers, whereas a 116-kD CaM-binding Ca2+-ATPase co-migrated with a marker for the plasma membrane. The 116-kD Ca2+-ATPase was enriched in plasma membranes obtained by aqueous two-phase partitioning, which is in agreement with a plasma membrane location of this Ca2+-ATPase. Countercurrent distribution of a low-density intracellular membrane fraction in an aqueous two-phase system resulted in the separation of the endoplasmic reticulum and vacuolar membranes. The 111-kD Ca2+-ATPase co-migrated with a vacuolar membrane marker after countercurrent distribution but not with markers for the endoplasmic reticulum. A vacuolar membrane location of the 111-kD Ca2+-ATPase was further supported by experiments with isolated vacuoles from cauliflower: (a) Immunoblotting with an antibody against the 111-kD Ca2+-ATPase showed that it was associated with the vacuoles, and (b) ATP-dependent Ca2+ uptake by the intact vacuoles was found to be CaM stimulated and partly protonophore insensitive.

The effect of controlled trypsin digestion of a calmodulin-stimulated Ca2+-ATPase in low-density intracellular membranes from cauliflower (Brassica oleracea L.) inflorescences was investigated. Ca2+ uptake into vesicles was measured either continuously with the fluorescent Ca2+ indicator Calcium Green-5N or with a radio-active filter technique. Trypsin treatment of vesicles resulted in a 3-fold activation of Ca2+ uptake and loss of calmodulin sensitivity. Immunoblotting experiments with an antiserum raised against the Ca2+-ATPase showed that the trypsin activation was accompanied by a decrease in the amount of intact Ca2+-ATPase (111 kD) and by successive appearances of polypeptides of 102 and 99 to 84 kD. 125I-Calmodulin overlays showed that only the intact Ca2+-ATPase bound calmodulin. Removal of the calmodulin-binding domain (about 9 kD) was not enough to obtain full activation. Trypsin proteolysis resulted in a Ca2+ concentration necessary for half-maximal activity of 0.5 [mu]M, whereas a value of about 2 [mu]M was obtained with untreated membranes in the presence of calmodulin. Without trypsin treatment or calmodulin the activity was not saturated even at 57 [mu]M free Ca2+. The data suggest that trypsin digestion and calmodulin activate the cauliflower Ca2+-ATPase by at least partly different mechanisms.

Two distinct phosphorylated intermediates representing the Ca2+-ATPase and H+-ATPase, respectively, were detected after phosphorylation of plasma membranes from cauliflower (Brassica oleracea L.) inflorescences with [gammaP-32]ATP and separation of polypeptides in an acidic gel. A 116 kDa polypeptide was identified as a Ca2+-ATPase by its Ca2+-dependent phosphorylation which was enhanced by La3+. A second polypeptide (105 kDa) also phosphorylated in the absence of Ca2+ and was identified as the H+-ATPase by immune blotting.

Purification and functional reconstitution of a calmodulin-stimulated Ca(2+)-ATPase from cauliflower (Brassica oleracea L.) is described. Activity was purified about 120-fold from a microsomal fraction using calmodulin-affinity chromatography. The purified fraction showed a polypeptide at 115 kD, which formed a phosphorylated intermediate in the presence of Ca(2+), together with a few polypeptides with lower molecular masses that were not phosphorylated. The ATPase was reconstituted into liposomes by 3-([cholamidopropyl]-dimethylammonio-)1-propanesulfonate (CHAPS) dialysis. The proteoliposomes showed ATP-dependent Ca(2+) uptake and ATPase activity, both of which were stimulated about 4-fold by calmodulin. Specific ATPase activity was about 5 mumol min(-1) (mg protein)(-1), and the Ca(2+)/ATP ratio was 0.1 to 0.5 when the ATPase was reconstituted with entrapped oxalate. The purified, reconstituted Ca(2+)-ATPase was inhibited by vanadate and erythrosin B, but not by cyclopiazonic acid and thapsigargin. Activity was supported by ATP (100%) and GTP (50%) and had a pH optimum of about 7.0. The effect of monovalent and divalent cations (including Ca(2+)) on activity is described. Assay of membranes purified by two-phase partitioning indicated that approximately 95% of the activity was associated with intracellular membranes, but only about 5% with plasma membranes. Sucrose gradient centrifugation suggests that the endoplasmic reticulum is the major cellular location of calmodulin-stimulated Ca(2+)-pumping ATPase in Brassica oleracea inflorescences.

Sugar beet (Beta vulgaris L.) leaf plasma membrane vesicles were loaded with an NADH-generating system (or with ascorbate) and were tested spectrophotometrically for their ability to reduce external, membrane-impermeable electron acceptors. Either alcohol dehydrogenase plus NAD⁺ or 100 millimolar ascorbate was included in the homogenization medium, and right-side-out (apoplastic side-out) plasma membrane vesicles were subsequently prepared using two-phase partitioning. Addition of ethanol to plasma membrane vesicles loaded with the NADH-generating system led to a production of NADH inside the vesicles which could be recorded at 340 nanometers. This system was able to reduce 2,6-dichlorophenolindophenol-3′-sulfonate (DCIP-sulfonate), a strongly hydrophilic electron acceptor. The reduction of DCIP-sulfonate was stimulated severalfold by the K⁺ ionophore valinomycin, included to abolish membrane potential (outside negative) generated by electrogenic transmembrane electron flow. Fe³⁺-chelates, such as ferricyanide and ferric citrate, as well as cytochrome c, were not reduced by vesicles loaded with the NADH-generating system. In contrast, right-side-out plasma membrane vesicles loaded with ascorbate supported the reduction of both ferric citrate and DCIP-sulfonate, suggesting that ascorbate also may serve as electron donor for transplasma membrane electron transport. Differences in substrate specificity and inhibitor sensitivity indicate that the electrons from ascorbate and NADH were channelled to external acceptors via different electron transport chains. Transplasma membrane electron transport constituted only about 10% of total plasma membrane electron transport activity, but should still be sufficient to be of physiological significance in, e.g. reduction of Fe³⁺ to Fe²⁺ for uptake.

The cytochrome composition of plasma membranes (PM) obtained by phase partitioning of microsomal fractions from spinach leaves (Spinacea oleracea L. cv. Medania), cauliflower inflorescences (Brassica oleracea L.), sugar beer leaves (Beta vulgaris L.) and barley (Hordeum vulgare L. cv. Kristina) roots and leaves was characterized by absorbance difference spectrophotometry at different reducing conditions at 20 and – 196°C, by redox titration, and by heme staining of polypeptide bands after lithium dodecyl sulfate polyacrylamide gel electrophoresis (LDS-PAGE). The location of the α-bands in the difference spectra and the loss of heme after treatment with LDS indicated that predominantly cytochromes of the b-type were present in all species tested. The total concentration of cytochrome was ca 0.35 nmol (mg protein)⁻¹. The main component (ca 70% of total) was completely reduced by ascorbate and partly by NADH and had a midpoint potential of ca 150 mV. At – 196°C, ascorbate reduction revealed a symmetrical α-band at ca 557 nm with PM from spinach leaves, cauliflower and sugar beet leaves, but with barley root and leaf PM ascorbate reduction resulted in an asymmetrical α-band (shoulder at 552, maximum at 559 nm). In the dithionite-reduced minus ascorbate-reduced spectrum at –196°C a split α-band (552 + 558 nm) was seen with PM from all species. This minor component had a midpoint potential of ca – 50 mV and is probably identical to cytochrome b₅, the presence of which would explain the relatively high NADH-cytochrome c reductase activities observed with plant PM. With PM from cauliflower, CO-difference spectra indicated that cytochromes P-420 and P-450 were present at concentrations up to 0.06 and 0.03 nmol (mg protein)⁻¹, respectively. Visualization of cytochromes by heme staining after LDS-PAGE was complicated by endogenous peroxidase activity and by loss of heme during solubilisation. A presumptive b-cytochrome (heme-stained band at 94 kDa) was only detected with barley leaf PM.

Inside-out and right-side-out plasma membrane vesicles from sugar beet (Beta vulgaris L.) leaves, prepared by aqueous two-phase partitioning, were used to localize donor and acceptor sites and to determine substrate affinities for plasma membrane-bound NADH dehydrogenase activities. NADH-ferricyanide and NADH-cytochrome c reductase activities were approx. 30% latent with inside-out vesicles and about 80% latent with right-side-out vesicles, indicating that both donor and acceptor sites for these activities are located on the cytoplasmic surface of the plasma membrane, and that a possible transplasma membrane electron transport would constitute only a minor proportion of the total activity.

Plasma membranes obtained by two-phase partitioning of microsomal fractions from spinach (Spinacea oleracea L. cv Medania) and sugar beet leaves (Beta vulgaris L.) contained relatively high NADH-ferricyanide reductase and NADH-nitrate reductase (NR; EC 1.6.6.1) activities. Both of these activities were latent. To investigate whether these activities were due to the same enzyme, plasma membrane polypeptides were separated with SDS-PAGE and analyzed with immunoblotting methods. Antibodies raised against microsomal NADH-ferricyanide reductase (tentatively identified as NADH-cytochrome b₅ reductase, EC 1.6.2.2), purified from potato (Solanum tuberosum L. cv Bintje) tuber microsomes, displayed one single band at 43 kilodaltons when reacted with spinach plasma membranes, whereas lgG produced against NR from spinach leaves gave a major band at 110 kilodaltons together with a few fainter bands of lower molecular mass. Immunoblotting analysis using inside-out and right-side-out plasma membrane vesicles strongly indicated that NR was not an integral protein but probably trapped inside the plasma membrane vesicles during homogenization. Proteins from spinach plasma membranes were solubilized with the zwitterionic detergent 3-[(3-cholamidopropyl) dimethylammonio] 1-propane-sulfonate and separated on a Mono Q anion exchange column at pH 5.6 with fast protein liquid chromatography. One major peak of NADH-ferricyanide reductase activity was found after separation. The peak fraction was enriched about 70-fold in this activity compared to the plasma membrane. When the peak fractions were analyzed with SDS-PAGE the NADH-ferricyanide reductase activity strongly correlated with a 43 kilodalton polypeptide which reacted with the antibodies against potato microsomal NADH-ferricyanide reductase. Thus, our data indicate that most, if not all, of the truly membrane-bound NADH-ferricyanide reductase activity of leaf plasma membranes is due to an enzyme very similar to potato tuber microsomal NADH-ferricyanide reductase (NADH-cytochrome b₅ reductase).

The purpose of the previous study is to increase the knowledge of how social science teachers include newly arrived pupils in the teaching and the challenges that are present in this work. Through a qualitative research interview with primary school teachers in grades 4–6, data has been collected. Collected data has been categorized based on three themes that are the following: Significant factors for the inclusion process, didactic approach and curriculum as well as the importance of newly arrived pupils previous background and experiences.

The results of the survey show that there are many challenges, but also opportunities in working with newly arrived pupils in social science subject. Inclusion is a well-known concept, which means that many perceive inclusion in different ways. This obviously affects the design of the teaching. But in order to succeed with the inclusion process the social science teachers emphasizes different strategies and tools they consider as important. Clarity, repetition, discussions, group work, comparisons, visualization tools and collaborations with CFL and mother tongue teachers are the main tools. The difficulties highlighted in the study are lack of language skills, previous school background and experiences, socio-economic background, cultural clashes, and the abstract and complex content of social studies. Although the subject of social science is a broad subject I the social science teachers emphasizes that the subject is important because they help and guide the newly arrived pupils to be included in the new context they apart of. In summary, the result has been analyzed from previous research and the intercultural perspective.

Earlier research shows an arrest in reading and writing development among 9–12-year-old students with severe speech and physical impairment, SSPI. This article explores what five students with SSPI who have reached beyond beginner’s phase without arrest in their literacy development have experienced as significant for their reading and writing development. The research design was explorative and case based. It contained researcher–participant longitudinal dialogues focusing on the students’ experiences of literacy learning. Computer assisted email interviews were used. A semi-structured interview manual guided each dialogue. With the use of augmentative and alternative communication (AAC) systems and assistive technology devices, the participants could read and write (with alphabetical print in Swedish) independently. The analysis revealed four themes of great importance for the students’ development of alphabetical print literacy skills: assistive technology use in writing and reading, continuity in long-term pedagogical relationships, mutual persistence in communication, and visions of nearer goals and future work life. The results are discussed in relation to the theoretical frameworks of self-efficacy and the capability approach.

Naturkunskap A är ett kärnämne på gymnasiet och därför läser alla gymnasieelever ämnet. Vad tycker eleverna om ämnet och hur föredrar de att arbeta? Hur ser lärarna på ämnet och hur vill de arbeta? Genom en enkätundersökning, där vi gjort en enkät till lärare och en enkät till elever, undersöker vi hur Naturkunskap A ser ut på olika skolor, då det gäller undervisning och val av läromedel.

Syftet med vår undersökning är att skaffa oss kunskap om elevers olika sätt att lära. Vi vill även ta reda på i vilken utsträckning lärare använder andra läromedel än läroboken inom de olika ämnesområdena i Nk A. För att få reda på detta utgick vi från våra frågeställningar:

• I vilken grad används andra läromedel än läroboken i Nk A?

• Vilken attityd har elever till de olika ämnesområdena i Nk A?

• Hur lär elever bäst, enligt elever, enligt lärare?

• Diskuterar lärare målen i Nk A med eleverna?

Vi bestämde oss för att åka till de skolor där enkäterna besvarades och därför ligger vår urvalsgrupp inom en tio mils radie från Jönköping. Detta gjorde att vi kunde vara på plats och svara på eventuella frågor som eleverna och lärarna kunde ha på enkäten. Skolorna vi valt har olika profiler, detta för att få en så stor variation som möjligt. Vi har även valt att besöka olika program även detta för att få ett ”säkrare” svar.

Resultaten stämmer bra överrens med tidigare forskning, elever vill ha variation i sin undervisning och med sina läromedel. Lärarna strävar efter variation, socialt samspel och dialog i sin undervisning. Lärarna hävdar att de talar om målen med eleverna, eleverna upplever dock inte detta. Förutsättningarna för ett bra arbetssätt finns såväl hos eleverna som hos läraren, men det är inte alltid eleverna förstår vad läraren vill få fram i sin undervisning. Det är därför viktigt med attityden till ämnet hos eleverna.

Syftet med vår studie var att genom observationer och intervjuer undersöka pedagogers och elevers uppfattningar om sin fysiska klassrumsmiljö samt dess påverkan. Med begreppet fysisk klassrumsmiljö menar vi hur ett klassrum är inrett och möblerat. Vi har arbetat utifrån följande frågeställningar:

• Hur kan pedagoger och elever påverka sin egen klassrumsmiljö?

• Hur anser pedagoger att eleverna påverkas av klassrumsmiljön?

• Vad har elever och pedagoger för uppfattningar om sitt klassrum?

Vi har observerat 4 olika klassrumsmiljöer på två olika skolor, en landsortsskola och en stadsskola, och sedan intervjuat 8 elever och 4 pedagoger. Studien visar att pedagoger och elever har möjligheter att påverka sin miljö, men det kräver ett stort engagemang, idérikedom och till viss del ekonomiska förutsättningar. Studien visar även att pedagogerna anser att eleverna påverkas enormt mycket av sin klassrumsmiljö. I vår studie framkom att detta även gäller för pedagogerna. Vår studie visar också att ju mer pedagogerna engagerar sig i klassrumsmiljön, desto mer visioner får eleverna till att vilja göra ytterligare förändringar.

Syftet med studien är att undersöka vad som kännetecknar pedagogiskt drama och upplevelsen av dramapedagogiska övningar ur ungdomars perspektiv. Studien fokuserar processen när pedagoger från ett kulturhus möter ungdomar i skolår 8 och har frågeställningarna: 1) Hur ser den pedagogiska processen ut i ungdomarnas möte med Drömmarnas hus pedagoger ut? 2) Hur upplever ungdomarna dramaövningarna? Utifrån en fenomenologiskt inspirerad ansats och kvalitativ metod har ungdomarna observerats i mötet med pedagogerna samt intervjuats om upplevelsen av dramaövningarna. Studiens resultat har tolkats utifrån social kunskapsteori. Den pedagogiska processen och ungdomarnas upplevelse av dramaövningarna kännetecknas av att självkänslan stärks, inlärningen ökar, koncentrationsförmågan stärks, arbetsformen är lustfylld och demokratisk, samarbetsförmågan utvecklas och relationer fördjupas. Essensen av fenomenet identifieras som lustfyllt lärande. Den pedagogiska processen har delvis lett till ett lärande enligt social kunskapsteori.